Mega Goal 5 Teacher Guide

MEGA
GOAL
5
McGraw-H|||
LL1
TEACHERS GUIDE
MANUEL DOS SANT OS
JILL KOREY OSULLIVAN
ELI GHAZEL - DANAE KOZANOGLOU
01_Title_MG_SA_TG5.indd 2 7/29/11 10:41 AM
Published by McGraw-Hill ELT, a business unit of The McGraw-Hill Companies, Inc.,1221 Avenue of the Americas, New York,
NY 10020. Copyright 2011 by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written
consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or
transmission, or broadcast for distance learning.
ISBN: 9780077137625 (Teachers Guide with Audio CD)
Publisher: Jorge Rodrguez Hernndez
Editorial director: Anita Raducanu
Development editors: Kasia McNabb, Ana Laura Martnez Vzquez, Janet Battiste
Teachers Guide Writing: Ellen Kisslinger
Art direction: Heloisa Yara Tiburtius
Interior design and production: Page2, LLC
Cover design: Page2, LLC
Photo coordinator: Kevin Sharpe
Photo Credits: The Photo Credits section for this book on page 107 is considered an extension of the copyright page.
www.elt.mcgraw-hill.com
MegaGoal 5 Teachers Guide
02_Copyright_MG_SA_TG5.indd 2 7/29/11 11:23 AM
Copyright 2011. Exclusive rights by The McGraw-Hill Companies, Inc., for manufacture and export.
This book cannot be re-exported from the country to which it is sold by McGraw-Hill. This Regional
Edition is not available outside Europe, The Middle East and Africa.
Exclusive Distributor in Kingdom of Saudi Arabia
Printed in U AE
.,.i.: ,. ..,..
jdG h HCd jOdG YG cT iMG
GDG M VjdG
01-4429888 ca 01- 2128001 Jg
11566 VjdG - 657 U
Numu Al Elmia
Member Of Saudi Research & Marketing Group.
Riyadh Al Motamarat District .
P.O Box 657, Riyadh 11566, K.S.A
Tel +966 1 2128001
Fax +966 1 4429888
Contents
iii
Scope and Sequence iv
Introduction vi
Unit 1 Two is better than one 2
Unit 2 Rags to Riches 14
Unit 3 What Will They Think of Next? 26
EXPANSION Units 13 38
Unit 4 The world of TV 44
Unit 5 Do You Really Need It? 56
Unit 6 The Gender Divide 68
EXPANSION Units 46 80
More! 86
Vocabulary 98
Speaking Tips 102
Irregular Verbs 106
Audio Track List 108
Key to Phonetic Symbols 109
More! Answer Key 110
Workbook Answer Key 116
03_TOC_MG_SA_TG5.indd 1 8/1/11 7:03 PM
iv
Scope and Sequence
Unit Title Functions Grammar
1 Two Is Better Than One
Pages 213
Talk about famous marriages in history
Discuss how people/animals can help
each other
Negotiate
Other, others, and another
Emphatic do
2 Rags to Riches
Pages 14-25
Talk about fame and fortune
Discuss options
Used to versus be used to
Would for repeated action in the past
versus used to
Was/Were going to (future in the past)
3 What Will They Think
of Next?
Pages 26-37
Discuss technology invented over
the last one hundred years
Discuss technology of the future
Make predictions about life in the
year 2100
Persuade
Future perfect
Future perfect progressive
The future with dependent time clauses
EXPANSION Units 13
Pages 38-43
4 The World of TV
Pages 44-55
Talk about TV flms and documentaries
Identify genres of TV flms
Agree and disagree with opinions
Both . . . and, not only . . . but also, either . . .
or, neither . . . nor
Independent clauses with and, but, or,
so, and yet
5 Do You Really Need It?
Pages 56-67
Evaluate and discuss the infuence of
advertising
Create an advertisement for a product
Advise someone against something
Adverb clauses
Because, because of, since, and now that
(In order) to and so (that)
If, even if, in case, only if, and unless
Where, wherever, and everywhere
6 The Gender Divide
Pages 68-79
Talk about gender diferences and
similarities
Discuss stereotypes
Ask for and give directions
Verbs + infnitives or gerunds with
diferent meanings
Passive forms of infnitives and gerunds
Auxiliary verbs after but and and
EXPANSION Units 46
Pages 80-85
Language Review
Reading: Is Anybody Out There?
Language Plus: Idioms with world
Language Review
Reading: Strange and Ridiculous Folk Beliefs
Language Plus: Idioms
04_ScopeSeq_MG_SA_TG5.indd 1 7/29/11 11:29 AM
v
Listening Pronunciation Reading Writing
Listen for sequence of
events in a summary about
Dr. Abdullah Al-Rabeeah
The English /r/ Animal Partners Write an essay about two friends
Write and prepare a PowerPoint
presentation about symbiotic
relationships in teams (Project)
Listen for sequence in a
lecture about the history
of money
Past tense endings: /t/, /d/,
and / d/
Richard Branson:
A Success Story
Write a biographical essay about a
persons rise to fame or fortune
Research and make a poster
presentation about a person you
admire (Project)
Listen for specifc
information in a talk about
the future of newspapers
Consonant clusters An Out-Of-This-World
Vacation
Write an essay about a future change
or discovery and its impact on you
and on society
Research and make a PowerPoint
presentation on future changes and
their impact in a particular area that
you are familiar with (Project)
Listen for specifc information
from a TV interview about
ofce designs
Linking vowel sounds The Formula behind
Detective Stories on
TV
Write an expository essay about the
formula of a TV flm genre
Creating and presenting a storyboard
on important events in a persons life
(Project)
Listen for specifc details
in a lecture on advertising
techniques
To before consonants and
vowels
Ads Everywhere: Do
You Buy It?
Write a persuasive essay for or against
advertising in schools
Create and present a new
advertisement for an existing
product (Project)
Listen for specifc details in a
discussion about young/new
and experienced drivers
Rising and falling intonation
on tag questions
Do Men and Women
Speak the Same
Language?
Write an essay about the
communication features of men or
women from diferent cultures
Research and make a PowerPoint
presentation on communication
methods through time (Project)

Tools for Writing: Commonly confused words
Writing: Write an expository essay about the history of a common device
or technology and how it will change in the future
Tools for Writing: Run-on sentences
Writing: Write an essay about animal tales in your culture
04_ScopeSeq_MG_SA_TG5.indd 2 7/29/11 11:29 AM
vi Teachers Guide
Introduction
Philosophy of the Program
MegaGoal is a dynamic American English series for
international communication that takes students
from absolute beginning to high-intermediate level.
It is specifcally designed for teenagers and young
adults. With eye-catching art and high-interest topics,
MegaGoal is easy and enjoyable to teach and to
learn from.
The goal of MegaGoal is to make the learning of
English fun, motivating, and success-oriented by
way of a carefully graded progression that builds
students confdence, and helps them reach the point
at which they can use English to express themselves
meaningfully about things that matter to them.
The methodology of MegaGoal integrates the four
skills of speaking, listening, reading, and writing. The
earlier levels focus on speaking and listening, but reading
and writing are increasingly prioritized as students
progress through the series. MegaGoal also puts an
emphasis on grammar, particularly using grammar in
communicative activities.
MegaGoal is designed to appeal to a visually-oriented
generation. The visuals aid in presenting and reinforcing
language at the same time that they engage student
attention. The vocabulary and structures are introduced
gradually and recycled systematically. And the tone of
the book is humorousto make the learning process
more enjoyable.
Organization of Materials
Each level in MegaGoal has the following components:
Student Book
Audio Program
Workbook
Teachers Guide (interleaved)
EZ Test CD-ROM with Test Generator
Online Learning Center
MegaGoal has enough material of classroom instruction
for a whole semester. The program is fexible, and it can
be used with groups that have one, two, or three hours
of instruction a day. It can also be used with groups that
have only two or three hours a week.
To help judge the appropriate level for your students,
use the placement test in the EZ Test CD-ROM with
Test Generator.
The Components
Student Book
The overall organization of the Student Books in the
series is:
Number of Units Pages per Unit
Books 1-6 6 Units
2 Expansions
More!
12 pages each
6 pages each
2 pages each
Units have a consistent lesson format.
The Expansion units review and expand on language
points with high-interest content in activities, readings,
and chants..
More! consolidates further the grammar and
vocabulary of each unit with additional, optional
activities.
A unit-by-unit vocabulary list is included at the back of
each Student Book.
Teachers Guide
This interleaved user-friendly Teachers Guide is available
for each level. The Teachers Guide ofers an overview
of the course, some general teaching guidelines, and
detailed unit-by-unit teaching notes.
These unit-by-unit teaching notes include:
Unit Goals
Unit Warm Up activity
Instructions for presenting each Student Book activity
Answers to all the Student Book activities
Audioscript for the Student Book listening activities
Language Builder notes
Teaching Tips
Additional Activities
Additional Projects
Fun Facts
The Teachers Guide for each book also contains
the following:
Scope and Sequence chart
Vocabulary lists per unit
Answers to the Workbook activities
Key to Phonetic Symbols
Answers to the More! activities
Audio Program Track List
05_Intro_MG_SA_TG5.indd 6 7/30/11 3:14 PM
vii Teachers Guide
Introduction
Workbook
The Workbook provides exercises that reinforce the
material presented in the Student Book.
Number of Units Pages per Unit
Books 1-6 6 Units
2 Expansions
8 pages each
6 pages each
Activities in the Workbook focus on reinforcement of
vocabulary and grammar. Some units also include a
reading. Each unit ends with a writing activity, often in
the form of personal writing. The Expansion units cover
vocabulary, grammar, and writing.
The Workbook Answer Key is found at the back of this
Teachers Guide.
Audio Program
The audio program for each level includes the following
material:
Listen and Discuss (Listen and Repeat in the Intro level)
(opening presentation)
Pair Work model conversations
Listening
Pronunciation
Conversation
Reading
Writing
Chant-Along
The audioscript for the Listening activities appear at
point-of-use in the Teachers Guide.
Testing Program
The EZ Test CD-ROM with Test Generator provides a
databank of testing items from which teachers can create
customized tests within minutes. Test items reinforce
vocabulary, grammar, listening, conversation, reading,
writing, and speaking. The EZ Test testing materials are
also available online at www.eztestonline.com. Teachers
can choose to use the items as is, or they can edit, add,
delete, or rearrange items.
Included on the EZ Test CD-ROM are:
Unit Quizzes
Quarterly Exams
Speaking Quizzes
Placement Tests
Online Learning Center
The Online Learning Center incorporates and extends
the learning goals of the Student Book with interactive
practice on the computer. A fexible set of activities
correlated to each unit builds students skills.
Student Book Units
Each unit follows a regular pattern:
Languagevocabulary, structures, and functions
are presented and used in context.
Grammar points are presented in chart form
and practiced.
Additional functional language is presented in the
context of Conversations and role plays.
A Reading expands the unit theme.
A Writing activity calls on students to use the
language theyve learned.
A Project allows students to perform a task and
produce a product that calls on them to apply the
language and vocabulary theyve learned.
Here is a detailed list of the sections in the Student Book.
In some units, the order of some elements may vary.
In the Intro level, some sections vary as appropriate to
students language abilities.
Presentation
The opening two pages of every unit contain the
presentation called Listen and Discuss. This section
introduces the unit theme, the communicative context,
the grammar points, and the key vocabulary. Students
discover meaning from contextby the use of visuals
and with help from the teacher.
Quick Check
This section, which appears on the opening two pages,
includes a Vocabulary and a Comprehension activity
that check how well students understood the content of
the presentation. The questions are usually in simple
formats: matching, yes/no, short answers. Students can
do the activities independently, in pairs, or even in small
groups. Answers can be checked as a class, in pairs, or
in small groups.

viii Teachers Guide
Introduction
Pair Work
This section, also on the opening two pages, gets
students involved in personalized communication right
away. It allows students to actively use the language
and grammar from the presentation in speaking
activities. Students typically ask and answer about the
content of the presentation pages, or they give personal
information relating to the content.
Grammar
The Grammar section consolidates the grammar points
and the communicative functions they convey. Students
receive explicit instruction on key grammar points in
chart format and with example sentences. The charts are
then followed by activities and exercises that reinforce
the points presented. The Grammar charts can also serve
as a convenient built-in reference section for students as
they use English throughout the program.
Listening
In this section, students listen to perform tasks. The
listening activity can take a variety of formats. The
content of the listening often simulates an authentic
context: radio ads and programs, messages on telephone
answering machines, interviews, personal conversations,
and so on.
Pronunciation
Students attention is focused on specifc sounds of
English in the Pronunciation section. Typically students
listen and repeat sounds, frst in the context of words
and then in sentences.
Conversation
The Conversation section contextualizes the language
as it is used in everyday situations. It is accompanied
by the Real Talk feature that develops vocabulary and
everyday expressions. The Conversation also includes
functional language; for example, the language for
agreeing and disagreeing, changing topics, expressing
thanks, expressing surprise, making suggestions, or
complimenting. One of the unique features of MegaGoal
is the multiple-ending Conversations, which appear
regularly in the Student Book. Students choose the most
appropriate ending for a Conversation or make up their
own ending.
Your Turn
Your Turn is a role-play activity in which students
are encouraged to act out dialogues related to the
Conversation. They use personal information or take on
made-up roles. Sometimes the Your Turn activity is in
the format of a class survey. This activity allows students
to use the language of the unit in simulated everyday
conversations.
About You
The purpose of the questions in the About You section
is to help students improve their oral fuency. Students
talk about themselves, putting into practice what they
have learned. Students attention is engaged as they
communicate basic personal information in English.
Reading
The Readings throughout the book expand on the unit
topic, and relate to students age and interests. They
take a variety of formats: newspaper and magazine
articles, puzzles, humorous stories, etc. Sometimes new
vocabulary is introduced. The Teachers Guide presents
reading strategies and skills for students to apply to the
reading; for example, using prior knowledge, discovering
meaning from context, scanning, making inferences, and
drawing conclusions.
Writing
The Writing sections in the series cover writing
sentences, paragraphs, letters, and brief reports. Writing
is also integrated into many of the Projects. The writing
assignments in the Student Book sometimes use the
readings as models, asking students to write about
themselves or topics that relate to them personally.
Writing is also developed through assignments in
the Workbook.
Proj ect
Each unit includes a task-based activity in which students
typically cooperate to perform the task. They may make
a tourist brochure, design their dream house, interview
people and report back, and so on. The Project relates
to the unit theme and requires students to use all the
language they have acquired. In addition, the Project
ofers further writing practice.
Student Book Expansion Units
The Expansion units review and expand the material
covered in the previous set of units. Each Expansion includes:
Language Review: two pages of activities that
recycle the vocabulary and grammar of the previous
set of units
Reading: a thematic reading that challenges students
Writing
ix Teachers Guide
Introduction
Project
Chant-Along: a chant that enables students to
expand their language in a pleasant way (In Levels 12
only.) The chant expands on a theme or the language
covered in the units before it. The chant, and its
related activities, foster additional conversation and
discussion as well as acquisition of new vocabulary
and expressions.
Teachers Guide Units
The Teachers Guide is interleaved with the Student Book
for ease of use. There is one Teachers Guide page facing
each Student Book page.
The following is an overview of the contents for a unit in
the Teachers Guide.
Unit Goals
The Unit Goals are clearly listed at the beginning
of every unit in the Teachers Guide. These include
goals for Vocabulary, Functions, Grammar, Listening,
Pronunciation, Reading, Writing, and Project.
Warm Up
Each unit begins with a Warm Up that introduces
students to the topic and/or reviews language
studied in previous units.
Teaching Notes
Step-by-step teaching notes are provided for all
presentations and activities.
Language Builder
This feature consists of explanations of any potentially
confusing aspects of grammar or vocabulary.
Teaching Tips
This feature ofers practical tips, insights, and
recommendations based on the observations of
experienced teaching professionals.
Additional Activities
These optional activities may serve as a useful way to
extend a topic that students have enjoyed. They may
also be useful in mixed-ability classes as activities to
give to students who fnish a certain task early.
Project
An additional Project is included at the end of
each unit.
Fun Facts
The Fun Facts ofer interesting trivia or general
knowledge information related to the unit content.
Use these when appropriate. You may want to have
students fnd out more about a given topic.
Answers
The answers to all Student Book activities are provided.
Workbook Reference
Cross references to Workbook activities help in
lesson planning.
Audioscript
The Audioscript is provided for each units Listening
activity. (The audio for all other sections is reproduced
directly from the Student Book page and, therefore,
not repeated in the Audioscript.)
Guidelines for Presenting Materials
Presentation
The frst two pages of each unit contain the presentation
called Listen and Discuss.. In this presentation, students
are introduced to new vocabulary, language, and
structures in context. The Teachers Guide contains
explicit instructions for presenting each individual unit.
In general, you may want to use the following technique.
Before students open their books, present the topic of
the unit in a warm up, such as by bringing in pictures,
using the classroom environment, or using your personal
experiences. Then it is recommended that students look
at the opening pages. Activate students prior knowledge
by discussing the opening question(s). Then talk about
any vocabulary they know (provide support as needed),
and have them guess what the unit is about. Then
students are ready to listen to the audio. You can have
them follow along with the text frst as they listen. For
any vocabulary word lists on presentation pages, they
can listen and repeat. It is recommended that you play
the audio several times. You might then read sentences,
say vocabulary, or describe part of the picture, and have
them point to the relevant part of the pictures or text.
At this point, have students do the Quick Check section
to practice vocabulary and to check that they have
understood the presentation.
Vocabulary
New vocabulary is presented in the Listen and Discuss
opening presentation and at key points throughout each
unit. The words and expressions are then practiced and
recycled throughout the unit and subsequent units. Unit
vocabulary lists are found at the back of the book and can
be used for review.
Use the visuals in the Listen and Discuss presentation to
explicitly teach the vocabulary.
x Teachers Guide
Introduction
Pronounce each word and have students repeat it.
Alternatively, play the audio for students to listen
and repeat.
Provide example sentences, descriptions, and
explanations using the opener visual.
Ask students to provide examples, descriptions, and
explanations of their own to determine comprehension.
Have students keep a vocabulary notebook. Suggest
they use their own words to defne the terms and
incorporate visuals whenever possible.
Use the photos and illustrations throughout the unit
to practice the words. Have students describe the
pictures as well as ask and answer questions about
the pictures.
Play games with the words.
Grammar
There are many methods and approaches to grammar
teaching. Here are some suggestions that may be useful:
Preteach the target structure by reviewing sentences
from the Listen and Discuss and Pair Work sections
that use the structure.
Model the example sentences in the Grammar section.
Make personalized statements or ask personalized
questions that use the target structure.
Ask students to provide personalized examples of
sentences that use the structure.
If appropriate, create visuals or graphics to illustrate
the structure.
If appropriate, use gestures or pantomimes to
illustrate the structure.
Have students write grammar exercise answers on
the board, highlighting the target structure and
explaining their answers.
Have students work in pairs to complete and/or
correct grammar exercises.
Use sentences from the grammar exercises for
dictations.
Listening
The MegaGoal series ofers a wide variety of listening
texts, including conversations, announcements,
advertisements, news reports, etc.
Before students listen to a recording, elicit predictions
about what they are going to hear. Have them look
at any related visual material or ask them to read the
questions they have to answer. This way, students will
have a clearer idea of what to listen for.
Listening can be a difcult skill for some students. These
students worry that they will not understand anything.
Let them know that it is not necessary to understand
every single word, but to get the general idea. Play the
recording as many times as necessary, without getting
caught up in explanations of every word or phrase. Focus
students attention on the completion of the task. Letting
students work in pairs may lessen anxiety.
Conversation
The following is a suggested technique for presenting
the Conversation section in the Student Book:
Use the picture(s) to introduce new vocabulary
and expressions. Have students predict what the
Conversation is about.
Go over the questions in About the Conversation
before students listen to the audio.
Play the audio or read the Conversation. If
appropriate, have students look at the picture(s), but
keep the text covered. Tell students that they dont
have to understand everythingbut they should
try to use what they know to fgure out what they
dont know. As an alternative, you may fnd it helpful
to have students look at the text while listening to
the audio, or you may prefer to have them read the
Conversation silently before you play the audio or
read the Conversation aloud.
Play the audio or read the Conversation again while
students look at the text.
Ask students to read the Conversation silently. Ask
them to fgure out the meaning of unknown words
from context.
Have students answer the About the Conversation
questions. They may do this individually, in pairs, in
small groups, or as a class.
Have students work in pairs or groups and read the
Conversation using the Read and Look Up technique.
In this technique, students look at a sentence, look
up, and say what they have just read. This technique
helps students develop confdence in saying words
and sentences in English. It aids them in mastering
the mechanics of the language, sounds, and
vocabulary, and helps prepare them for freer use of
English.
Have students act out the Conversation.
xi Teachers Guide
Introduction
Reading
The MegaGoal series ofers a wide variety of reading text
types (advertisements, magazine articles, encyclopedia
entries, letters, emails, etc.).
For every Reading, have students try to predict and
preview the content of the reading before they read.
This includes (1) looking at the pictures, (2) talking about
what they know about the topic, (3) looking for familiar
words, and so on. Let students know that it is usually not
necessary to understand every word.
In addition, you can set a purpose for reading. For
example, you can ask students to look for the most
important ideas or to look for the answers to one or
more questions in the After Reading section.
You can present the Reading in a variety of ways. In fact,
it is recommended that you take a variety of approaches:
(1) students can frst listen to the audio recording of the
Reading with their books closed; (2) students can listen
to the audio of the Reading and follow along in the text
(this helps students to chunk the textthat is, to see
which words go together as meaningful units in English);
(3) students can read silently frst; (4) pairs can read
diferent sections or paragraphs and report to each other
on what they read.
Encourage students to try to guess the meaning of
unfamiliar words from context. Encourage them to ask
you or look in dictionaries if they still have difculty. Also
encourage students to make lists of words that they
want to learn.
Another efective way to review language and content
in a Reading is to retell the story or article in ones own
wordsorally or in writing. Encourage students to work
in pairs and tell what a Reading is about orally. They
should tell the main idea frst. One efective technique
is to summarize each paragraph, or to try to answer the
questions Who, What, When, Where, and Why.
Writing
The MegaGoal series ofers students practice in writing
a variety of text types. These often follow the model
provided.
Explain to students that writing is a process that requires
prewriting, drafting, revising, editing/proofreading, and
publishing. Encourage students to brainstorm and take
notes before drafting. After drafting, they should peer-
edit each others work. Finally, they should use these
suggestions to create their fnal product. You may also
want to provide students with a scoring rubric by which
you will be evaluating their work. Criteria for scoring
might include: ideas, organization, word choice, sentence
fuency, grammar, punctuation.
Encourage students to keep a separate notebook
for their writing. You and the students can use these
notebooks to assess students progress in English.
Proj ects
The following are some practical guidelines for the
Projects.
Try to have each group include students of diferent
profciency levels in English.
Make sure that students have access to the materials
to do a task, such as magazines, large pieces of paper
or cardboard, paints or colored pencils, scissors, and
so on.
Help students break down the task into its basic
components; for example, a list of questions to
answer, a list of materials to get, a format for the fnal
product, and so on.
Encourage students to assign diferent roles to
diferent group members.
Provide students with guidelines for making oral
presentations. These include writing down notes on
the information they want to present, ideas for how to
organize the presentation, ideas on how to divide the
presentation among diferent students, and so on.
Provide a forum for students to publish their work.
This may be on displays in the classroom or in the
school. Students might present the results to other
classes, not just to their class.
Chants
Using chants in the classroom will enrich learning in
an entertaining way, motivate students, and generate
enthusiasm. The MegaGoal series includes two original
chants in Books 12. Activities to learn vocabulary and
practice the four skills are included with each chant.
When presenting the chants, you can follow the same
presentation steps as with the Reading sections,
whereby you activate students prior knowledge about
the chant or its theme, introduce the lyrics as you play
the chant, use cloze activities to test listening skills, etc.
Once students understand the meaning of the lyrics,
you can work on pronunciation and rhythm. Additional
games and the personalization of the chant lyrics, where
students change the lyrics to refect their own lives, will
allow students to be more creative with English in a fun
and memorable way.
xii Teachers Guide
Introduction
General Teaching Suggestions
English in the Classroom
Ideally, teachers should use authentic English in the
classroom as much as possible. They should also
encourage students to speak English as much as
possible. Apart from what are strictly teaching activities,
English can be used for taking attendance, for school
announcements, and for explaining activities and
assigning homework. This way, students see English
as a vehicle for communication and not just an academic
subject to be studied. If students are expected to use
English all the time in the classroom, they will be
giving themselves the opportunity to practice much
more of the language.
Differentiating and Individualizing
Classrooms comprise a wide spectrum of learners
who vary in how they learn best. Some students are
visual learners, while others are auditory learners. Still
other students rely on the written word to succeed. To
accommodate all students, teachers need to respond
to each individual and ofer appropriate experiences.
The varied presentation formats in MegaGoal allow for
this diferentiation of learning styles. The abundance of
visuals, the audio program, and the variety of activity
formats can meet the needs of any learner. In addition,
the Teachers Guide notes within the units provide
suggestions for alternative ways to present material.
MegaGoal also recognizes students individuality and
encourages them to express themselves. Give students
plenty of opportunities to express their ideas, their
preferences, and their opinions. This way, students will
start to develop a sense of identifying with the language,
of owning the language, and of being able to use it to
express real ideas.
It is also important to make connections between the
characters and situations in the textbook with students
own lives. Find ways to relate the information in the
textbook to local and national fgures, places, historical
events, etc. Let students bring their own experiences,
attitudes, and ideas into the learning process in order to
make learning more relevant and memorable.
Pair Work
Pair Work ofers teachers and students a number of
benefts. Having students work in pairs is an ideal way to
maximize opportunities for communication and practice.
Many students feel a great sense of involvement when
working with classmates. Another practical advantage is
that while students are working in pairs, the teacher can
spend time with individual students who need help.
For organizing students into pairs, the simplest method
is to have students work with the person sitting next to
them. Alternatively, the students in the frst row can turn
around to make pairs with the students in the second
row, and so on. Be sure to mix up the pairs periodically
to give students a chance to work with other classmates.
Ask students to stand in line in order of birth date, height,
alphabetical order, etc., and pair students standing next
to each other.
Cooperative Learning
MegaGoal provides students with many opportunities to
work together to complete a task. The Project section of
most units is one such opportunity.
To help ensure the success of such activities, make sure
that groups are balanced in terms of language ability and
profciency. Let students determine the diferent roles
that they might play (recorder, artist, researcher, and so
on). The teaching suggestions for the Project sections in
this Teachers Guide provide a lot of helpful information
for you and students for organizing and managing
projects. Most of the Projects in the Student Book are
designed for groups of four to six students.
There are many techniques to encourage cooperative
work, even in everyday classroom activities:
Numbered Heads Together. Each student in a group
takes a number (for example, 1, 2, 3, or 4). You present
a question. Students in the group work together to
get the answer and make sure that all the students in
the group know the answer or can do the activity. To
check for accountability, call on, for example, all the
number 1s to give the answer.
Pairs Check. Pairs take turns interviewing one
another. Then two pairs join together. Each student
tells what he/she learned about his/her partner.
ThinkPairShare. Students think about a topic or
question posed. They pair up with another student
to discuss it. They then share their thoughts with
the class.
Jigsaw. Each student becomes an expert on a topic
(or on one part of a Reading). That student teaches
what he/she knows to a small group. This is a way
to present a Reading: each student reads a diferent
paragraph and the groups work together to get the
important information from the Reading.
Reading Strategies
Researchers are giving more and more attention to
how language learners learn to read. The MegaGoal
series contains explicit reading strategy tips for helping
xiii Teachers Guide
Introduction
students to become better readers in the Teachers
Guide. These strategies relate specifcally to the Reading,
but can also be used for the presentation material,
the Conversations, and activities that require reading.
Periodically review the tips throughout the program to
help students apply them automatically.
Grammar and Vocabulary Review
The two pages of More! provide additional practice and
consolidate the grammar and vocabulary of each unit.
They can be used as homework after Self Refection,
especially if students require more work on those areas or
as optional practice for early fnishers in class.
Tasks and activities vary in this section and include
question types such as blank flls, matching,
collocations, sentence formation, answering open or
closed questions or responding to situations.
More! tasks can be combined with additional activities
and used as self-assessment tasks in Self Refection.
Monitoring Students and Correcting Errors
As students do pair and group activities, circulate around
the room. Check that students are using English and
are on task. This is an efective way to see how students
are progressing.
In terms of error correction, it is recommended that you
dont interrupt students to make corrections. Instead,
make a list of major mistakes or misunderstandings, and
reteach once the pair or group activity is completed. It
is important to realize that errors are a natural part of the
learning process and that students may recognize errors
when doing grammar activities but produce them
while speaking.
Give priority to errors that interfere with understanding.
Less important errors can be ignored, at least while you
are focusing on major errors. Another technique is to tell
students that you will correct only errors of a specifc type
or a particular grammar point in a forthcoming activity.
Ongoing, Informal Assessment
There are many opportunities in MegaGoal for ongoing,
informal assessment. Some examples are:
Student work in the About You section can be
monitored to see how fuently students express basic
ideas in English.
Student work on the Project provides an opportunity
for you to assess students use of English informally as
students complete work on a topic.
Short dictations can provide quick and easy mini-
assessments. For example, to assess understanding of
questions and answers, dictate three or four questions.
Then have students answer each of the questions.
Next, have students exchange and correct papers.
This provides students with immediate feedback.
Another way is to write scrambled words or sentences
on the board for students to unscramble.
Material in the Workbook can be used to measure
individual students mastery of the material.
Students evaluate their own progress at the end of
every unit by completing the Self Refection charts.
Sel f Refl ection
The Self Refection page of the course fully
acknowledges and supports ongoing , informal
assessment in a truly learner-centered way. It allows
and trains learners to think back on the topics, tasks
and language presented and practiced in the unit,
step by step in a systematic and consistent manner,
utilizing all available knowledge resources.
Allotting time and space within the syllabus to this
process takes the methodology of the course beyond
minimal adherence to principles of refective learning,
common in most courses. Self refection is rightfully
recognized as an integral part of the learning process
throughout.
It is essential to treat this section, as a learning
skills development component. This is the time for
students to decide for themselves what they can or
cannot do and to what extent; and to make a plan of
action to remedy problems, clarify points, confrm and
consolidate learning.
The Self Refection section is an invaluable tool for
the teacher, as it provides evidence of learning and
indicates areas for remedial work or expansion.
Additional Activity ideas as well as More! activities that
have not been used in the lessons, can be used as
tasks for self refection.
2
1 Listen and Discuss
1. Name some famous husbands and wives from history. Tell what you know
about them.
2. Read the texts about some famous marriages from history. Do you think their
marriage made it easier for them to achieve certain goals?
Anita and Giuseppe Garibaldi (18391849)
Giuseppe Garibaldi was a leader in the struggle for Italian unifcation and
independence. When Garibaldi was exiled from Italy, he fed to South America,
where he lived for 12 years and fought in another struggle for independence
this time for the independence of Uruguay from Argentina.
While in Brazil, Garibaldi married Anita Ribeiro, a young woman from Laguna, a
small town in Southern Brazil. As husband and wife, the two traveled everywhere
together. It was known that Anita even accompanied her husband to battles.
However, on August 4, 1849, Anita, pregnant and sick, died in Garibaldis arms.
Garibaldi never did get over his grief at Anitas death. Over a decade later, when
he frst went to meet the king of a unifed Italy, he wore one of her scarves.
Shah Jahan and Mumtaz Mahal
(16071631)
Between the 16
th
and 18
th
centuries, there was an empire in India
called the Mughal Empire. In 1607, the young Mughal prince, Shah
Jahan, married Mumtaz Mahal. Their marriage lasted for 24 years
until Mumtazs untimely death.
Shah Jahan succeeded his father to the throne and ruled the
empire for over 30 years. He is considered to be one of the greatest
Mughal Emperors, and his reign was one of the most prosperous
ages in Indian civilization.
When Mumtaz Mahal died giving birth to their fourteenth
child, Shah Jahan is said to have been so grief-stricken that he
locked himself in his rooms and refused to eat for eight days. The
grieving emperor decided to honor his wifes memory and began
construction of the legendary Taj Mahal in Agra. He employed the
most skilled architects and artisans from all over India to build and
decorate. It took over 20,000 workers and 1,000 elephants nearly
20 years to complete the magnifcent project.
The exquisite white marble structure is covered by a spectacular
dome and is decorated with precious stones and beautiful
calligraphy inside and out. It is surrounded by gardens and a
refecting pool. Many artists and architects believe that the Taj
Mahal is one of the most beautiful buildings in the world.
05 Unit1 MG SA SB5 indd 2 7/26/11 8:12 PM 06_Unit1_MG_SA_TG5.indd 2 8/8/11 3:40 PM
2 Teachers Guide
Warm Up
With students books closed, discuss the introductory
question. Ask: Who are some famous husbands and
wives from history? Elicit answers and write their
names on the board. If students have trouble thinking
of couples, give them an example, such as Frida Kahlo
and Diego Rivera, Tsar Nicholas and Tsarina Alexandra,
George and Martha Washington, Napoleon and
Josephine, Lancelot and Guinevere, Queen Victoria
and Prince Albert, Juan and Eva Pern.
Review the list of marriages on the board. Ask: What
is each of these married couples famous for? Call on
volunteers to share what they know about each.
Write on the board the title of the unit: Two is better
than one. Ask students to predict what Unit 1 will be
about. (famous marriages)

Unit Goals

VocabuIary
Partners, marriages,
and mates
Cooperation
Symbiotic pairs

Functions
Talk about famous
marriages in history
Discuss how pairs
can help each other
Negotiate

Grammar
Other, Others,
and Another
Emphatic Do

Listening
Listen for sequence of
events in Dr. Abdullah
Al-Rabeeahs
achievements

Pronunciation
The English /r/ sound

Reading
Animal Partners

Writing
Write an essay about
two food friends
Ask students to open their books to pages 2 and 3.
Give them a moment to scan the pages and look
at the pictures. Ask: What famous marriages are
discussed on these pages? (Shah Jahan and Mumtaz
Mahal, Anita and Giuseppe Garibaldi, and Marie and
Pierre Curie) Check to see if any of these couples were
named by students in the Warm Up. Find out by a
show of hands how many students are unfamiliar
with each married couple.
Have students read the text and answer the second
introductory question: Do you think their marriage
made it easier for them to achieve certain goals?
Discuss the answer as a class, calling on various
students to give their opinions and explain their
reasons.
)) Play the audio for each couple on pages 2 and 3.

Have students listen and read along in their books.
To check students understanding, pause the audio
after each couple to ask a few comprehension
questions. Ask questions, such as the following:
(Shah Jahan and Mumtaz Mahal)
Who was Shah Jahan? (the Mughal emperor)
Where was the Mughal Empire? (present-day India)
When did they get married? (They got married in
1607)
(Anita and Giuseppe Garibaldi)
Who was Giuseppe Garibaldi? (a leader in the
struggle for Italian unifcation and independence)
Where did he meet Anita Ribeiro? (in Brazil)
What did Giuseppe and Anita do together? (They
traveled and fought in battles together.)
(Marie and Pierre Curie)
Where did Marie and Pierre meet? (in a laboratory
in France)
What did they discover together? (the elements
polonium and radium)
)) Play the complete audio again. Have students listen

and read along in their books.
Point out the dates that are given in the text after
each couples names. Ask: What do these dates refer
to? (the dates of each couples marriage) Point out
that dates in parentheses after a persons name often
refer to the persons years of birth and death. This is
not the case on these pages.
06_Unit1_MG_SA_TG5.indd 2 8/8/11 3:40 PM
3 Teachers Guide
Quick Check
A
Have a volunteer read aloud the exercise directions.
Call on another student to read aloud the list of words
in the left column. Ask students to search the texts on
pages 2 and 3 for the words and underline them.
Have students work individually to match each word
to its meaning. Tell students to use the context of the
word in the text to help them fnd the correct meaning.
Have students compare answers in pairs.
To check answers as a class, call on pairs to read aloud
their matches.
Answers
1. c 2. e 3. b 4. f 5. d 6. a
B
Call on a volunteer to read aloud the directions.
Have students work in pairs to answer the
questions, referring back to the text as necessary
to fnd the answers.
Check answers as a class by calling on pairs to read
aloud the questions and answers.
Answers
Answers will vary. Sample answers:
1. He is considered to be one of the greatest Emperors..
2. He locked himself in his rooms and refused to eat for eight days.
3. He went to South America and fought for the independence of
Uruguay. He met Anita there.
4. Yes. it was. He also met the frst king of a unifed Italy.
5. They discovered radium and polonium and won the Nobel Prize
for Physics for discovering radioactivity.
2 Pair Work
Ask students to read the directions silently. Ask a
student to explain the task to the class, helping as
necessary. Emphasize that the married couples do not
have to be historical; they could be modern married
couples.
Arrange students in pairs to choose married couples.
Ask them to write a list of at least three reasons that
explain their choice.
Have each pair join another pair to form a small group.
Then have the groups discuss each married couples
and the reasons that they are a good match.
To conclude the exercise, have each group list their
matches on the board. Take a class vote on which
couple seems to be the most perfect match.
Workbook
Assign page 1 for practice with the vocabulary of the unit.
Teaching Tip
MegaGoal includes many opportunities for pair and group work
in each lesson. Create a system to ensure that students rotate
partners in order to work with all of their classmates.
Additional Activity
As an extension to the vocabulary exercise, Quick Check A, ask
students to identify the part of speech of each word. Then have
them work in pairs to complete a word family chart for each
word, identifying the noun, verb, adjective, and adverb forms.
Have them try to complete the chart by themselves before
checking their work in a dictionary. Their completed charts
might look like the following:
Noun Verb Adjective Adverb
devotion devote devoted devotedly
exile exile X X
X fee X X
grief grieve grieving X
legend X legendary legendarily
unifcation unify unifed X
Although the Curies were celebrated for their work with
radiation, their exposure to the element did afect their
health. Pierre died early in a streetcar accident, but Marie
died later from aplastic anemia, caused by radiation.
Her surviving papers and artifacts are radioactive and
considered too dangerous to handle.
facts
3
2 Pair Work
Discuss historically famous people with your partner. Choose a person who has changed the
world for the better. Explain to your partner why you selected the person.
Quick Check
A. Vocabulary. Match each word to its meaning.

1. _____ devoted a. bringing together
2. _____ exiled b. ran away
3. _____ fed c. dedicated
4. _____ grieving d. famous
5. _____ legendary e. forced to leave ones native country
6. _____ unifcation f. mourning
B. Comprehension. Answer the questions about the marriages from history.
1. Was Shah Jahan a successful emperor?
2. How did Mumtazs death afect Shah Jahan? What did he do?
3. Where did Giuseppe Garibaldi go after he fed Italy? What happened to him there?
4. Was Garibaldis campaign in Italy fnally successful?
5. Why did Marie and Pierre Curies work eventually make them famous?
Marie and Pierre Curie (18941906)
Because women were not able to attend university
in Poland in the 19
th
century, Maria Sklodowska
left Poland to study at a French university in 1891.
Now known by the French name Marie, she worked
hard in the laboratory. The laboratory was owned
by Pierre Curie. Marie and Pierre Curie got married
in 1895. Although they were very poor, they were
devoted to their research and to each other.
In 1898, the couple discovered the elements
polonium and radium. They eventually won the
Nobel Prize for Physics in 1903 for the discovery
of radioactivity. When Pierre died in 1906, Marie
honored his memory by continuing their work. In
1911, Marie Curie won another Nobel Prize, this time
for chemistry. She was the frst person to win the
Nobel Prize twice.
4
Other, Others, and Another
Other / Others
Other can be used as an adjective before a plural noun to mean additional or further.
Many scientists feel that global warming can be reversed. Other scientists disagree.
Others can be used as a pronoun to mean additional or other persons or things.
Many scientists feel that global warming can be reversed. Others disagree.
Another
Another can be used as an adjective or a pronoun.
As an adjective, it means an alternative to something previously considered.
I know you want to go to Mexico on vacation, but I have another idea.
As a pronoun, it means an additional one of the same kind.
That was a good cup of cofee. I think Ill have another.
Whether used as an adjective or a pronoun, another is only used with singular nouns.
Incorrect: I think Ill have another beef burgers.
Note: Dont confuse other, others, and another with the pronouns each other and one another. Note that
each other and one another, which are inseparable phrases, are used to express a mutual relationship.
My friends have deep trust in each other. I know that none of them could let down the others.
Emphatic Do
Do is usually used as an auxiliary in negative and question forms of the simple present and past tense.
However, the auxiliary do can also be used before the infnitive in af rmative sentences to add special emphasis.
I do enjoy her company.
He does like to talk.
We can also use emphatic do to show a contrast between expectations and reality.
A: You didnt call me yesterday. B: I did call you yesterday.
We usually get along very well, but we do have arguments occasionally.
Note: Emphatic do is strongly emphasized in speech.
A. Complete each sentence with other, others, or another.
1. He says he is so full of burgers. He says he could not eat ______.
2. You can use that topic for your paper. I have a few ______ in mind for my paper.
3. They like their cats so much that they are talking about getting ______ kitten.
4. You can keep that pen. I have two or three ______ pens in my backpack.
5. There are six ______ people in line ahead of us.
6. Cover your mouth when you cough so that ______ wont catch your cold.
7. I just recovered from a cold, and already Im getting ______ one.
3 Grammar
Teachers Guide
4
3 Grammar
Other, Others, and Another
Explain to students that these common English words
often cause confusion for English learners. They are
related words, but each has a diferent meaning.
Other / Others
Read the explanation with the class. Write the example
sentences on the board. Point out that in these
sentences, other and others have a similar meaning
although they function diferently in the sentences.
Another
Read the explanation with the class. Write the
example sentences on the board and discuss them.
For example:
I know you want to go to Mexico on vacation, but I
have another idea.
Point out that in this sentence, another idea can be
substituted with the words a diferent idea.
That was a good cup of cofee. I think Ill have another.
Point out that in the second sentence, another means
an additional cup of cofee.
Write additional sentences on the board and have
students complete them with other, others, or another.
For example:
Im almost done. I just need ___ minute. (another)
He watches the news. He doesnt watch any ___ TV
program. (other)
I only ate one cookie. John ate the ___. (others)
One student is from Brazil. The ___ are from
Venezuela. (others)
One student is from Brazil. The ___ is from
Venezuela. (other)
One student is from Brazil. ___ is from Venezuela.
(Another)
Read aloud the Note. Explain that the phrases each
other and one another are interchangeable. They can
be used in the same situations. Elicit from students
additional examples using each other and one another.
For example:
All of the students in the class are nice to one
another. / All of the students in the class are nice to
each other.
We get along so well because we understand each
other. / We get along so well because we understand
one another.
Emphatic Do
Read the explanation with the class. Ask volunteers to
read aloud the examples. Make sure that they stress
the emphatic do. Point out that the emphatic do is
used as an auxiliary verb in these statements and
changes form (do, does, did) as it does in negative
statements and questions.
Write the following scrambled sentences on the
board. Ask two volunteers to arrange the words in
order on the board to form sentences.
play / like / Ann / do / to / video games / .
(Ann does like to play video games.)
enjoy / that / we / reading / gossip column / do /.
(We do enjoy reading that gossip column.)
A
Ask a volunteer to read aloud the directions.
Have students work individually to complete the
sentences.
Have students check their answers in pairs. Then call
on students to read aloud their completed sentences.
Answers
1. another 3. another 5. other 7. another
2. others 4. other 6. others
Language Builder
The emphatic do can also occur at the beginning of an
imperative sentence. For example:
Do come in!
Do be nice to your sister!
Do do your homework tonight!
Imperatives like these are correct without the initial do.
Adding do simply makes them stronger.
Teachers Guide
5
B
Ask a volunteer to read aloud the directions. Focus
students attention on the photo. Ask: How do these
people feel about the new shopping mall? (They are
happy about it.) Elicit another idea that students could
use as a basis for the example. For example: Other
people are upset about it.
Have students work individually to write a second
sentence for each item. Point out that there isnt only
one correct answer for each.
Have students check their sentences in pairs. Then
call on students to read aloud their sentences. Since
answers may vary, call on a few students to give their
answers for each.
Answers
1. Others do not.
2. Another thing you can do is conserve water.
3. The other has blond hair.
4. My other class is biology.
5. Another synonym is good-looking.
6. I need another one.
7. There are three others in front of us.
8. Another thing you should do is eat healthy foods.
C
Ask a volunteer to read aloud the directions and the
example sentence.
Remind students that sometimes the verb in the
sentence will change form. For example, write this
sentence on the board: He feels tired. Elicit from
students that the rewritten sentence would be
He does feel tired.
Have students work individually to rewrite each
sentence, adding do, does, or did.
To check answers, ask volunteers to write their new
sentences on the board. Look at each sentence as
a class. Do not immediately point out any errors; let
students try to fnd and correct them frst.
Answers
1. I do hope you get better quickly.
2. He does enjoy playing on his own.
3. He does need to fnd a job soon.
4. I did ask my friend to join us.
5. This store does have the best selection.
6. The teacher did notice you were absent.
D
example sentence.
Tell students that they should frst match the sentence
parts for each item. Then they should go back and
rewrite the sentences, adding do, does, or did.
Have students work individually to complete
the activity.
To check answers, call on volunteers to write their
completed sentences on the board.
Answers
2. e Im afraid of heights, though I do fy occasionally.
3. b I forgot to call my friend, but I did send my friend an email.
4. f I didnt have a lot of time, but I did manage to
fnish my homework.
5. a She doesnt want to go shopping, but her sister does
want to go shopping.
6. d Although shes a bit quiet, she does have a
great sense of humor.
Workbook
Assign pages 24 for practice with the grammar of the unit.
Giuseppe Garibaldi has been called the Hero of the Two Worlds
for his role in both the Italian and the Uruguayan revolutions.
Mumtaz Mahal was given this name by her husband. It means
Jewel of the Palace. Taj Mahal means Crown Palace.
facts
Teaching Tip
When presenting new grammar, avoid getting into detailed
explanations. Try to get your students practicing and speaking as
soon as possible. The best way for students to understand a new
grammar point is to see and hear correct examples, and then
practice it themselves.
Additional Activity
Emphasize to students that an important aspect of using the
emphatic do is stressing it in speech. Have students practice saying
aloud the sentences in exercises C and D with emphatic stress.
5
B. Read each sentence. Then use your own
ideas to write a second sentence, using
other, others, or another.
Some people are happy about the new
shopping mall.
Others are upset about it.
1. Many young people like to socialize on
the Internet.
2. One thing you can do to help the environment is recycle.
3. Two of my three sisters have brown hair.
4. English isnt the only class I have on Mondays.
5. Attractive is one synonym for pretty.
6. My backpack is ripping.
7. Were not the frst people in line.
8. One thing you should do for your health is exercise.
C. Rewrite each sentence, adding do, does, or did for emphasis.
I feel tired. I do feel tired.
1. I hope you get better quickly.
2. That child plays quietly.
3. He needs to fnd a job soon.
4. I asked my friend to join us.
5. This store has the best selection.
6. The teacher noticed you were absent.
D. Match the sentence beginnings and endings. Rewrite the sentences, adding do, does,
or did for emphasis.
We dont usually watch TV, but we do watch that program.
1. We dont usually watch TV, c a. but her sister wants to go shopping.
2. Im afraid of heights, b. but I sent my friend an email.
3. I forgot to call my friend, c. but we watch that program.
4. I didnt have a lot of time, d. she has a great sense of humor.
5. She doesnt want to go shopping, e. though I fy occasionally.
6. Although shes a bit quiet, f. but I managed to fnish my homework.
6
4 Conversation
Brian: Im really excited that were going to share
an apartment to save money while we
study in New York.
Don: I am, too. But, you know, a lot of friends end
up arguing about chores. So, I was thinking
it might be a good idea for us to divide up
the chores before we move in.
Brian: Yeah. I do think we should discuss that.
Im sure we can work out a fair division of
chores.
Don: Of course, well each clean our own room.
And since there are two bathrooms, how
about if I clean one and you clean the
other?
Brian: Thats fair. And each week we can take turns
cleaning the rest of the apartment.
Don: Hey, do you want to do our laundry together so that only one of us has to go to the
laundromat each week?
Brian: Were on the same wavelength. I was just going to suggest that.
Don: I really dont like folding the wash. If I wash the laundry, would you be willing to do
the folding?
Brian: No sweat. And how about cooking? I dont mind cleaning, but cooking is really not
my cup of tea. Would you do the cooking if I did the cleaning up?
Don: Sorry, but if theres one chore I hate, its cooking.
Brian: Well, it looks like were going to be eating a lot of takeout!
Real Talk
on the same wavelength = thinking the same thing
No sweat. = No problem.
not my cup of tea = a polite way to say you dont
like something
Your Turn
Role-play with a partner. Pretend that you are
dividing up responsibilities for something you are
doing together, such as working on a school project.
Figure out a list of tasks, and then discuss who will
be responsible for each task. Use the phrases for
negotiating.
About the Conversation
1. What problem are Brian and Don trying to avoid?
2. How do Brian and Don divide up the chores?
3. What chore does neither of them want to do?
What solution does Brian ofer?
Negotiating
How about if Iand you?
I think it would be fair if
Im sure we can work this out.
OK, Ill agree toif you will
Would you (be willing to)if I?
Teachers Guide
6
4 Conversation
Direct students attention to the photo. Ask: What are
the boys doing? Elicit that they are cooking.
)) Play the audio. Tell students to listen with their

books closed.
To check comprehension, ask: What is the
relationship of the boys? (They are going to share an
apartment while they study.)
)) Play the audio again. Have students listen and read

along in their books.
Real Talk
Draw students attention to the Real Talk box. Point
out that the words in this box are highlighted in
blue in the Conversation. Explain that these are
usually idiomatic or slang words and expressions that
students may not be able to fnd in their dictionaries.
They are defned here. Model the phrases for students
to repeat.
Ask: Who says on the same wavelength? (Brian says
this, meaning that he agrees about doing laundry
together.) Give another example of this phrase. For
example, say: My husband and I were not on the
same wavelength last Saturday. He wanted to stay
home and watch a flm, but I wanted to go out
shopping. Ask: Who is someone that you are usually
on the same wavelength with? Elicit answers from a
few volunteers.
Ask: Who says No sweat? (Brian says this, meaning
that he doesnt mind doing the folding at all.) Explain
that this phrase is also very informal and would
usually be said among friends. Students would not
use this expression with a teacher or someone else
they speak to with respect.
Ask: Who says not my cup of tea? (Brian says this,
meaning that he doesnt like to cook and probably is
not very good at it.) Give an example of something
that is not your cup of tea. For example: Gardening
is not my cup of tea. The fowers that I plant never
grow. Ask a few students to say something that is not
their cup of tea.
If necessary, explain that takeout is food that is
ordered at a restaurant and eaten at home.
Have students practice the conversation with a
partner. Then they switch roles and practice again.
Have students work in pairs to answer the questions,
referring back to the conversation to fnd the answers.
Check answers by calling on pairs to read aloud the
questions and answers.
Answers
1. They dont want to argue about chores.
2. They will both clean their own rooms. They will each clean
a bathroom. They will take turns cleaning the rest of the
apartment. Don will wash the laundry and Brian will fold it.
3. Neither of them wants to cook. Brian suggests they order
takeout food often.
Your Turn
Call on a student to read the directions aloud.
Direct students attention to the box of phrases for
Negotiating. Ask: Which phrases in the box were used
in the Conversation? Who says them? (Brian says Im
sure we can work out a fair division of chores. Don says
how about if I clean one and you clean the other? Don
asks If I wash the laundry, would you be willing to do the
folding? Brian asks Would you do the cooking if I did the
cleaning up?)
Arrange students in pairs to do the role play. Tell
them that frst they should decide what they are
doing together. Elicit a few additional ideas, such as
planning and cooking a meal or working on a project.
Have students write down the list of tasks involved
and then discuss the list, negotiating who will do
each task.
Make sure that students understand that this is
speaking practice, and they do not have to write
the conversation down.
Call on a few pairs to act out their role plays for
the class.
Teachers Guide
7
5 Listening
Ask students If they know who Dr. Abdullah Al-
Rabeeah is. Call on a volunteer to give some
information.
Have a student read aloud the directions and list of
events. Tell students that they will listen in order to
number the events in the correct order.
)) Play the audio as students just listen.
)) Play the audio again for students to number the

events in the correct order.
)) Play the audio a third time for students to check their

answers.
Answers
1 He realizes he wants to become a doctor.
2 He graduates from King Saud University.
3 He gets his Masters in Pediatric Surgery.
4 He is a member of the Canadian Board of Pediatric Surgeons.
5 He is assistant professor at King Saud University.
6 He becomes Executive Director of Health Afairs at the National
Guard.
7 He is appointed Minister of Health.
8 He and his team perform surgery on Polish twins.
9 He is honored by the Polish community.
)) Audioscript
Dr. Abdullah Al-Rabeeah is highly respected in the medical
feld for his contribution to pediatric surgery and his expertise
in separating conjoined twins. The work of Dr. Rabeeah and
his team of medical specialists has enriched the lives of many
children and their families around the world.
Abdullah Al-Rabeeah was born in Saudi Arabia. From a young
age he knew that he wanted to help others and choose
medicine as his career. He proved to be an excellent student
and, by the age of 25, he had received a Bachelor of Medicine
and a Bachelor of Surgery from King Saud University in Riyadh.
He continued his studies in Alberta, Canada, where he was
awarded a Masters in Pediatric Surgery in 1985 and became a
member of the Canadian Board of Pediatric Surgeons in 1987.
Dr. Rabeeah soon returned to Saudi Arabia and became an
assistant professor of pediatric surgery at King Saud University
and a pediatric surgery consultant at several hospitals in the
Kingdom. From 2005 to 2009, he held the position of Executive
Director General of Health Afairs at the National Guard, and in
February 2009, he was appointed Minister of Health.
In January 2005, Dr. Rabeeah and his team made medical history
by separating a pair of conjoined twins after 15 hours of surgery.
This was the 9
th
successful operation of its kind performed at
the Health Afairs at the National Guard, Medical City in Riyadh.
The twins mother, from Poland, had heard of the excellent
facilities there and requested help for her daughters. The
14-month-old girls were brought to the Kingdom after Crown
Prince Abdullah generously agreed to the operation.
When the two girls fnally came out of the operation theater,
the relieved mother told reporters, The day of separation of
the twins is the happiest event in my life. In February, the Polish
Ambassador held a special reception to honor Dr. Rabeeah and
his team for their outstanding achievement.
This operation and others since prove that humanitarian
assistance and medical care have no geographical borders.
6 Pronunciation
)) Play the audio. Have students listen and read along

in their books.
)) Play the audio again. Have students listen and repeat,

or speak along with the recording.
7 Vocabulary Building
A
Have students work individually to match the words
with the defnitions.
Answers
1. e 2. a 3. b 4. d 5. c
B
Have students compare answers with a partner.
Workbook
Assign page 5 for additional reading practice.
Teaching Tip
Even at an advanced level, students may need pronunciation
practice. Assess the sounds students have trouble with and
incorporate pronunciation exercises to practice them.
Additional Activity
To give students additional practice with the English /r/ sound,
write these tongue twisters on the board for students to practice:
Round the rugged rock, the ragged rascal ran.
Roses rabbit rammed Roberts rats.
Four furry gorillas ran after a butterfy.
7
5 Listening
Listen to a summary about Dr. Abdullah Al-Rabeeah,
a famous pediatric surgeon. Then number his achievements in
the correct order / in chronological order.
____ He and his team perform surgery on Polish twins.
____ He becomes Executive Director of Health Afairs at
the National Guard.
____ He realizes he wants to become a doctor.
____ He graduates from King Saud University.
____ He is assistant professor at King Saud University.
____ He gets his Masters in Pediatric Surgery.
____ He is honored by the Polish community.
____ He is appointed Minister of Health.
____ He is a member of the Canadian Board of Pediatric Surgeons.
6 Pronunciation
While most languages have the /r/ sound, it is pronounced diferently in diferent languages.
Listen and practice the English /r/ sound in these sentences.
1. Dr. Rabeeah is respected for his contribution to pediatric surgery.
2. They have enriched the lives of children around the world.
3. He received a Bachelor of Surgery from King Saud University in Riyadh.
4. After the operation, the mother was relieved.
5. The Ambassador held a reception to honor Dr. Rabeeah.
A. You will see these words in the reading on pages 8 and 9. Match the words with their meanings.
1. ____ compensate a. ways in which something lacks what it needs
2. ____ defciencies b. causing great fear
3. ____ fearsome c. animals that live by hunting others
4. ____ invaluable d. extremely valuable; priceless
5. ____ predators e. to overcome a weakness with a strength
B. Check your answers with a partner. If you do not understand the meaning of a word,
look it up in a dictionary.
8
8 Reading
Before Reading
Do you think animals ever form partnerships to help one another? Explain.
For animals in the wild, each day is a struggle to survive. They must
continually search for food, while at the same time keeping themselves
safe from predators. Some animals have learned that teaming up with
another animal makes the struggle to fnd food, shelter, and safety a bit
easier. This kind of special relationship in which animals depend upon and
beneft from one another is called symbiosis.
One of the most visually surprising examples of symbiosis occurs between
the fearsome African crocodile and the small plover bird. When a plover is
nearby, a crocodile will open its long, sharp-toothed jaws to invite it inside.
You might assume that the plover would quickly reject this invitation
and fy of. Yet surprisingly, the plover does hop inside. Perhaps even
more amazingly, the crocodile, normally known for its aggression, does not snap its mouth shut and have the plover
for a snack. Instead, it remains still, not closing its mouth until the plover leaves. How can this strange behavior be
explained? The answer is symbiosis. The plover picks out all the small pieces of meat stuck between the crocodiles
teeth. In doing so, it cleans the crocodiles teeth, which prevents it from getting infections. Because the crocodile can
not clean its own teeth, it depends on the plover to perform this service. In return, the crocodile provides an easy
meal for the plover.
In some cases of symbiosis, like the crocodile and the plover, each animal in the pair benefts from their relationship
in a diferent way. However, in other cases, the animals share a common goal. This is true of the honeyguide bird and
the ratel, a furry creature with short legs and long claws. Both these animals live on grasslands in Africa and have
an appetite for honey. As its name suggests, the honeyguide has a special ability for locating beehives. However,
this small bird cannot open a beehive to get at the honey. To accomplish this, it teams up with the ratel. Ratels are a
perfect match for the honeyguide as they love honey, are large enough to crack open a hive, but have no ability to
fnd hives themselves. The honeyguide fies over grasslands looking for
a hive. When it does spot a hive, it swoops down and makes a noise to
alert the ratel. The ratel uses its claws to tear open the hive. After eating
its fll, the ratel invites the honeyguide to fnish the leftovers.
Another two animals that team up to compensate for their own
weaknesses are the zebra and the ostrich. These two animals often
travel together. This is no surprise since they are a perfect match. While
the giant, fightless ostrich has poor senses of both smell and hearing,
the zebra has acute senses of smell and hearing. On the other hand,
the zebra has terrible eyesight, while the ostrich has excellent eyesight,
enhanced by its long neck which enables the ostrich to see far into
the distance. In this way, each makes up for the others defciencies. As a result, the animals are far safer together than
they would be apart. Ostriches can see predators, such as lions, far in the distance, while zebras can smell or hear
others as they approach.
Birds and land animals arent the only ones that work in symbiotic pairs. Some sea animals, like the clownfsh and
the sea anemone, do as well. Sea anemones, which look like plants, are actually dangerous animals with poisonous
Animal Partners
Teachers Guide
8
8 Reading
With students books closed, write the title of the
reading on the board: Animal Partners. Then ask the
Before Reading question: Do you think animals ever
form partnerships to help one another? Discuss
this question as a class and elicit examples of animal
partners from students. Students may have studied
this in science.
Have students open their books to pages 8 and 9 and
look at the photos. Ask: What animal partners do
you think this reading will discuss? (From the photos,
students can guess the zebra and the ostrich and
the clownfsh and the anemone. They may not know
which animals partner with the crocodile and the
ratel, or honeybadger.
)) Play the audio for the entire reading. Have students

listen with their books closed.
)) Play the audio again. This time, have students listen

and follow along in their books.
READING STRATEGY Outlining
Tell students that creating an outline of a reading is a
helpful way to break down information in a scientifc
text. This is a useful study tool when reading text for
information. It is also helpful as a tool to review the
information later. Make copies of the structure of an
outline, or draw the structure on the board. Work as
a class to fll in the frst section, based on the reading.
Ask students to work individually, or with a partner to
complete the rest of the outline. The sample outline
below is completed for reference.
Animal Partners
I. Symbiosis
A. Symbiosis is a special relationship in which
animals depend on and beneft from one
another.
II. The African crocodile and the plover bird
A. The plover picks food out of the crocodiles
mouth, preventing infection.
B. The crocodile gives the plover an easy meal.
III. The honeyguide bird and the ratel
A. The honeyguide locates the beehive.
B. The ratel tears open the hive to get the honey.
IV. The ostrich and the zebra
A. The ostrich has good eyesight and can spot
predators in the distance.
B. The zebra has good senses of smell and
hearing for locating predators.
V. The clownfsh and the anemone
A. The clownfsh attracts prey into the anemone
and cleans up scraps of food.
B. The anemone provides a safe home and food
for the clownfsh.
For additional vocabulary practice, have students refer
back to the Vocabulary Building exercise on page 7.
Have students fnd and underline the words in the
text. Note that the word predators appears three times
in the text.
Call on students to explain in their own words how
each word is used in the context of the reading.
For example:
The zebra and the ostrich team up to compensate for
their own weaknesses.
The ostrich and the zebra make up for each others
defciencies.
The African crocodile is a fearsome animal.
The benefts that symbiotic partners provide to each
other are invaluable.
Animals work to keep themselves safe from predators. /
Ostriches can see predators from far away while zebras
can smell them. / Predators of the clownfsh stay away
from the anemones tentacles.
Teachers Guide
9
After Reading
Have students work in pairs to answer the questions,
referring back to the text as necessary to fnd the
answers.
Call on pairs to read aloud the questions and answers.
Answers
1. Symbiosis is a relationship in which two animals depend upon
and beneft from one another.
2. The plover cleans the crocodiles teeth, which prevents infection
and provides a meal for the plover.
3. The honeyguide bird and the ratel help each other get honey.
The honeyguide bird fnds the hive, and the ratel tears it open.
4. The zebra has bad eyesight, but good senses of smell and
hearing. The ostrich has poor senses of smell and hearing, but
good eyesight.
5. The anemone provides a safe home for the clownfsh and
leftover food. The clownfsh attracts prey to the anemone,
cleans up food scraps and dead tentacles, and chases away fsh
that eat the anemone.
9 Speaking
Arrange students in pairs to discuss the question.
Each student should answer and explain what friends
can ofer each other.
Have students copy the chart in the notebook and
write their ideas.
Then form groups of four by putting two pairs
together.
Have the pairs explain to each other their ideas about
the question.
Open up the group discussions to a class discussion.
Ask groups to share their answers with the class.
Workbook
Assign pages 6-7 for additional writing practice above
word and sentence level.
The ancient Egyptians trained ostriches to pull carts.
However, the ostriches got tired quickly and often sat down,
refusing to go any farther.
facts
Additional Activity
Make pattern puzzles with the outlines of the reading. Arrange
students in groups. Have them choose an outline that one of the
group members created. Have them cut up the outline into strips
and mix them up. The groups exchange strips and organize the
strips of paper back into a correctly ordered outline.
Project: Trivia Game
Have students work in groups to research other symbiotic
relationships in nature. Have each group create a Venn diagram
that explains what characteristics each animal has that helps
the pair work together. Have groups prepare a poster including
pictures or illustrations, and present their research to the class.
After Reading
Answer the questions.
1. Explain the meaning of symbiosis.
2. In what way do the African crocodile and the plover have a symbiotic relationship?
3. Give an example of a case of symbiosis in which each animal has the same goal.
4. Name two animals that make up for each others defciencies. How do they do this?
5. What benefts do the clownfsh and anemone ofer each other?
9
tentacles. Most fsh stay away from anemones to avoid being stung. However, the
clownfsh makes its home among the sea anemones. It does not get stung because
its body is protected by a special coating. Living among the deadly tentacles of an
anemone has a clear advantagemost predators stay away! Another beneft for the
clownfsh is that it is able to eat the anemones leftover bits of food. But what is the
advantage to the anemone? There are several. First, the brightly colored clownfsh
attracts predators. When the clownfsh swims under the anemones tentacles to
safety, if the predator follows, the anemone has the chance to sting and eat it. Other
services the clownfsh performs are cleaning up food scraps and dead anemone
tentacles, and chasing away fsh that might eat the anemone.
While many symbiotic pairs may at frst look like odd partners, the benefts they provide one another are invaluable,
and may make the diference between life and death. In fact, it is often these animals very diferences that make
them perfect partners.
9 Speaking
1. Work in pairs/groups. Think about your relationship with a good friend.
What can you ofer each other?
2. Complete the chart with your notes and use them to discuss in class.
What can you ofer
your friend?
How does it help
your friend?
What can your friend
ofer you?
How does it help you?
T
here is a
memory that
always makes
me smile with
contentment and
admiration, and
that is the memory
of my maternal
grandparents.
My grandfather
was a dedicated
lawyer whose moral fiber prevented him from taking
advantage of circumstances to make a profit! He
was highly respected in Turkish courts and had the
reputation of the most honest law specialist. He
was genuinely interested in people, history, law, and
philosophy and was always reading when he was at
home. He was the calmest, most serene person I have
ever met. He never raised his voice, never lost his
temper, and had a special ability to always rationalize
things ever so smoothly that the worst calamity
seemed like a slight twitch. Nothing could make him
lose his sense and aura of peace.
Grandmother, on the other hand, was the exact
opposite. She used to get all worked up about things
and flustered over minor irregularities. She had to
have everything planned just so and still worried
about things that could go wrong. She wanted
everything to be perfect, sometimes to an extreme.
Once, when she had gotten into her cleanliness
frenzy, she called someone in and got rid of genuine
antique furniture that grandfather had painstakingly
collected over a number of years and arranged in this
perfect replica of a drawing room. There were fine,
elegant chairs with brocade upholstery on the seats
and beautiful tables, not to mention some exquisite
mirrors. Grandmother had gotten it into her head
that it was all useless because it collected too much
dust and decided to sell it off to the first bidder for
next to nothing.
When grandfather came home, he opened the door
to the little drawing room to admire his creation and
found an empty shell. He asked grandmother where
everything was, and she very naturally informed
him that shed gotten rid of it because it was a dust
magnet. All he did was chuckle, and then sat down at
the table to have his lunch!
This incident pretty much rounds up the amazing
symbiosis between these two wonderful people. In
spite of their different characteristics, they obviously
complemented each other in a way that only they
could fully appreciate!
10 Writing
A. 1. Do you think it is necessary for people to share the same characteristics in order to get along well
with each other? Why? Why not?
2. Read the text and fnd out.
Who are the people involved?
What kind of people are they? Underline words that provide information about each one.
In your view, what are the characteristics that they share?
What do you think might have happened if they both shared exactly the same characteristics
and attitude to life?
a. if they were both like the grandfather
b. if they were both like the grandmother
Why did the writer choose to describe the particular incident? What do you think it portrays?
3. Read the text again and fnd out.
What is the topic of each paragraph? (What or who is the paragraph about?)
Are all paragraphs about the same length? Why? Why not?
What words/phrases describe the qualities of each person? Can you think of more?
Which qualities are demonstrated through the incident?
10
Teachers Guide
10
10 Writing
A
Direct students to the photo and elicit what they see.
Ask questions like these to help them:
What kind of furniture can you see in the photo?
Who do you think it belongs to?
Do you know anyone who might like/have this
kind of room?
Organize students in groups. Read the directions for
task 1. Give the groups some time, 5 to 10 minutes
to discuss the question. Circulate and monitor
participation.
Call on groups to report their ideas for the class. Ask
students to fnd out how many students in class
think it is necessary for people to share the same
characteristics in order to get along and how many
dont think its necessary. Encourage them to move
round and ask students in diferent groups.
Read task 2 with the class. Play the audio and ask
students to listen and follow in the text. Have them
highlight as many words as they can that provide
clues about each person or other information.
Ask students to read the text silently and confrm or
fnd answers to the rest of the questions in task 2.
Have them compare answers with the rest of group.
Remind them to make notes or assign the task to one
or two members of the group, so they have a record
when they report in class.
Discuss the answers to the questions in class. Allow
time for students to discuss their views on the last two
bullet points. Hold a class discussion.
Answers:
The writers maternal grandparents.
Grandfather: dedicated lawyer, moral fber, highly respected,
the most honest law specialist, genuinely interested in people,
history, law and philosophy, calmest, most serene person,
never raised his voice, never lost his temper, special ability to
rationalize things smoothly (worst calamity reduced to a light
twitch), sense of aura and peace.
Grandmother: get all worked up and fustered over minor
irregularities, everything planned just so, worried about things
that could go wrong, wanted everything perfect/to an extreme,
cleanliness frenzy
They dont seem to share much aside from the fact that they
complement each other / answers will vary
Answers will vary/ possible sample answer
a. if they were both like the grandfather, they would probably
forget to take care of practicalities and day to day issues
b. if they were like the grandmother, they would probably end
up annoying each other and causing a lot of stress
Answers will vary/ possible sample answer
The writer chose to portray this incident because it provides a
perfect example of symbiosis and a sense of priorities that is
led by feelings and primary concern for the other person rather
than material possessions.
Call on a student to read directions for task 3. Stop
and explain/ make sure students understand what
is required. Elicit and provide an answer for each
question/point for the class.
Organize students in small groups or pairs and give
them time to work on the questions. Remind them to
make notes.
Have students work in small groups to identify the
main features of the text. Remind them to assign
responsibilities to diferent members of the group and
make sure one student in each group is responsible
for taking notes that the group can use to present
their answers. Circulate and monitor participation.
Help when necessary.
Answers:
Paragraph 1: Introduce theme/topic/focal entitiy/ies:
grandparents (There is)
Paragraph 2: grandfather (My grandfather)
Paragraph 3: grandmother / tendencies and impulsive actions
(Grandmother)
Paragraph 4: grandfathers reaction (When grandfather)
Paragraph 5: Conclusion/ writers point of view (This incident)
Not all paragraphs are the same length because each
paragraph serves to focus on a particular topic /purpose that
can be catered for through more or less in terms of length/
words/sentences. So the length will vary depending on amount
of information, focus and intended efect. Sometimes a very
brief statement can imply more than a whole page.
See answer to 2 above with highlighted words and phrases
Understanding, empathy, humor, lack of confict, symbiotic
attitude, caring.
Call on volunteers to present their answers to the
class.
Additional Activity
Have students highlight the frst word of each paragraph and
anticipate what the paragraph is going to be about (topic/
theme). Allow them to read the next couple of words only.
Depending on the style of the text and the way information
is structured, this can help them identify theme, read more
efectively and raise awareness in terms of writing their own
texts.
Teachers Guide
11
B
Tell students that they are going to write an essay
about friends and friendship. Ask them to think of
people they know who are good friends.
Read directions 1 and 2 with the class.
Draw a Venn diagram on the board. Elicit examples
of people who are good friends from the students
and write the characteristics in the diagram to
demonstrate how the students need to use the
diagram.
Organize student s in pairs and direct them to the
diagram in their books. Ask them to copy the diagram
in their notebooks if they need more spaced to make
notes. Have them brainstorm and make notes on the
qualities/characteristics of each person. Point out that
the features they have in common can be placed in
the centre where circles overlap.
Call on pairs to present their ideas for the class. Have
the rest of the class listen and add to their notes or
comment. Point out that each pair or student will be
writing about diferent people.
Direct students to the Writing Corner. Read the frst
point with the class and ask them to think about the
people they have chosen and suggest examples.
Tell students that they are expected to express their
personal feelings and views about the people. Point
out the expressions listed in the fourth bullet and
encourage them to use such expressions to state their
own thoughts and opinions.
Remind students to note-take, plan and use linking
devices to indicate similarity, contrast, consequence
etc. Ask them to fnd examples in the texts they have
already read in the unit. Let them work in pairs or
groups.
Call on volunteers to report and check the examples in
class.
Examples: Grandmother, on the other hand , was /
In spite of their diferences
Have students discuss the meaning of each example,
e.g. to emphasize, to add to, to contrast, to provide
another option, to present a similarity, to present a
diference etc.
Have students read the opening lines of the model
text about Rosa and Miriam and work in groups to
think of an alternative opening for the essay, and make
notes.
After several minutes, call on one student from each
group to present their idea for the class. Tell students
to listen carefully as each group presents, and then ask
them to compare their answers.
Explain to students that they are going to write a frst
draft using their notes which will be commented on
and edited before re-drafting. Remind them that in
real life there are usually multiple drafts.
Have students write individually using their notes.
Then ask them to exchange and comment on/correct
each others essays.
Give them some time to rewrite their essays. Call
on some students to read their essays in class. Then
circulate the rest of the essays in class so that students
read as many essays as possible. Encourage them
to make a note of anything they fnd interesting, for
example a word or phrase, an expression and so on.
Homework

Assign page 8 for additional writing practice above word
and sentence level.
Additional Activity
Divide the class into two teams, one in favor of diferences
between people as a basis for a complementary relationship and
one against diferences. Give the groups time to prepare their
arguments before you begin.
Rosa and Miriam: A Perfect Friendship
My sister Rosa and her best friend Miriam have been friends since
elementary school. They always seem to be together, and others joke that they
are twins. However, their personalities are quite dierent
B. 1. Think about two people you know who are good friends.
2. Using a Venn diagram, write the qualities you feel each person has. In the overlapping portion of
the diagram, write the qualities/characteristics that they share.
3. Write a short essay about the two friends, explaining how they complement each other.
Writing Corner
When you write a descriptive essay about peoples qualities/characteristics:
think about their positive and negative qualities, their needs and the things they ofer, their
attitude to life, typical incidents, etc.
express your personal feelings/views about the people
do not simply write a list of adjectives
vary the way you express thoughts, memories, and feelings; use expressions like these:
I think he/she is, I have always felt that, I regard him/her as, He/She seems to, He/She
tends to, Anytime I think of, I have never, He/She is the most (adjective) person I have ever
known/met, etc.
use linking devices that indicate similarity and contrast, cause and efect, consequence,
reason, etc.; use a variety of expressions and words like these: due to this, although, in
spite of, while, compared to, because of, as a result, both, etc.
plan your essay carefully by deciding what/who you are going to focus on in diferent
sections/paragraphs
write a frst draft, then read it and make corrections or write questions about things you are
not sure about
hand over the draft to someone else to read and edit; encourage him/her to write comments
and questions
read the comments and edit your essay
11
Name Name
12
Team or group
Field (business, sports, education,
family, etc.)
Members of team/group
Role/contribution of each
member
Beneft for other member(s)
of the team
11 Project
1. Find out how members of a certain team in your country share a symbiotic relationship and depend on
each other to reach a shared goal.
Note that some people ofer a service and have clients pay for that service, for example a store owner
and a customer. This is NOT a symbiotic relationship. A symbiotic relationship is when two or more
individuals depend on each other, such as teams. There are teams in sports, business, medicine, etc.
2. Write the information in the chart below and use it make a PowerPoint presentation for your class.
3. Try to fnd appropriate pictures for your presentation.
4. Present in class. Allow at least 5 minutes for questions afterward.
Teachers Guide
12
11 Project
Direct students to the photos at the top of the page
and ask them to discuss what they see in pairs. Call on
volunteers to report their ideas for the class.
Read directions for task 1 with the class. Ask students
to discuss options for teams whose members share
a symbiotic relationship. Direct students to the note.
Elicit other areas of business, science, the arts etc. that
foster the development and function of symbiosis.
Organize students in groups and give them time
to discuss and decide the type of team or group
that they would like to research and present. Tell
them to think of their audience, i.e. the rest of the
class as they decide. Their presentation needs to be
addressed at their audience in terms of content and
manner, so choosing to present a group or team that
their classmates are not likely to fnd interesting is
not a good idea as it will make the task even more
demanding. Remind students to make notes as they
discuss.
Call on students from diferent groups to report their
group ideas, comments and suggestions. Write the
group suggestions/choices on the board.
Have students brainstorm on the group or team. Ask
questions like these:
Who are they? What do they do? How is the team/
group formed?
What kind of roles/tasks need to be catered for?
What kind of skills are necessary?
How do diferent team/ group members
contribute to the performance of the team/
group?
Are they popular? Why? Why not?
How much do people know about them? What are
they likely to want to know?
Direct students to questions 2 and 3, study the chart
and have them discuss in their groups. Allow groups
time to gather information from each other and make
notes in the chart.
Remind them to assign roles/responsibilities to
individuals in the group depending on their skills and
abilities, including note-taking. Circulate and monitor
participation. Tell them to analyze the duties/roles of
the team or group that they have chosen to work on.
Have students outline the stages that they will have to
go through to prepare a Power Point presentation.
Give them some time to plan and assign tasks to
members of the group.
Set a time limit for each presentation and remind
learners to rehearse in each group before doing the
actual presentation for the class.
Additional Activity
Have students consider the way they function as groups/
teams. Ask them to analyze and describe the roles of diferent
individuals, and how their contribution afects the groups
performance.
Teachers Guide
13
12 Self Reection
Divide students into groups and have them
brainstorm on symbiosis/ Two is Better Than One.
Write some questions on the board to help them, for
example:
What was the main focus of the unit? Which
aspect of symbiosis did it focus on? Which activity
do you remember more clearly? Why?
Which words and phrases do you remember?
Which part of the unit did you dislike? Why? Did
you like any part of the unit? Which?
What do you feel you can do better now?
Call upon a student from each group report what the
group decisions were.
Have groups compare their fndings and make notes.
Have students scan pages 2 and 3. Ask them to think
about things they liked and things they disliked about
this part of the unit. Use questions to help them
remember. For example:
Do you think that the Taj Mahal is one of the most
beautiful buildings in the world? Why? Why not?
What type of materials would you use if you
decided to build a monument?
Give students time to make notes about likes and
dislikes and easy or dif cult items in the section.
Before directing students to pages 4, 5, ask them to
complete the following sentences :
Complete the following sentences with other, others
or another
Some people prefer to spend summer by the sea;
__________ choose to go to the mountains.
Well need to consider ____________ alternative
Use the emphatic Do
I tell you we _____ try to call you several times but
your phone was engaged.
Have student work in pairs to discuss the questions.
Ask them to compare with other students in class.
Discuss the grammar of the unit with the class.
Have students make notes in the Self Refection chart.
Ask them to focus on likes, dislikes and easy or dif cult
items.
Direct students to pages 6, 7 and ask them to say if the
conversation was realistic, interesting, useful or boring.
Have students say what they remember from pages 6
and 7 and make notes in the chart. Use questions like
these:
Is it easy for people to share accommodation?
Why? Why not?
Is it necessary for people to have the same skills
and activities in order to share space? Why? Why not?
When would you say not my cup of tea?
Is on the same wavelength a radio term or is it used
more broadly?
Write Animal Partnerss on the board and brainstorm on
language and information that students remember.
Organize students in pairs and ask them to answer as
quickly as they can to questions like these:
What would you think if you saw a small bird fying
near the head and mouth of a crocodile?
What is a ratel? How do ratels and honey guides
beneft each other?
Have students discuss what they liked and/or disliked
and what they found dif cult or easy. Ask them to make
notes in the Self Refection chart.
Follow a similar procedure with 10 Writing. Use questions
like these:
What is the diference between similar qualities and
complementary qualities?
What is the meaning of serene?
Do you fnd it easier to get along with quieter or
noisier and more outgoing people? Why?
Have students complete their Self Refection charts as
before about likes, dislikes and things they found easy or
dif cult.
Direct students to the 11 Project page and hold a
discussion about what they found more or less useful and
more or less interesting. Hold a class discussion about the
project task of the unit. Ask students to use the criteria
below, for example, did the task foster personalization and
natural language use?
Personalization
Creativity
Natural language use
Focus on meaning
Research/ collecting information
Using other knowledge
Let students make notes individually and then compare
with a partner.
Have students fll out the checklist alone and write
their fve favorite words. Ask them to move around the
classroom and compare their notes with as many of their
classmates as possible.
Discuss areas that student feel they need more work on
and make suggestions. Check to make sure that they have
chosen the appropriate suggestion from the last column
in order to deal with dif culties.
Homework

Assign More! Unit 1 for additional grammar and vocabulary
practice.
13
Unit 1 Checklist
I can do this
very well.
I can do this
quite well.
I need to study/
practice more.
talk about famous marriages in history
discuss how people/animals can help each other
negotiate
use other, others, and another
use emphatic do
Things that I found easy in Unit 1: Things that I found dif cult in Unit 1:
My fve favorite new words from Unit 1:
If youre still not sure about something
from Unit 1:
read through the unit again
listen to the audio material
study the grammar on page 4 again
ask your teacher for help
Things that I liked about Unit 1: Things that I didnt like very much:
12 Self Reection
2 Rags to Riches
14
1. Tell about a person who went from not having much money to being wealthy.
2. What qualities do you think a person needs to make a fortune?
SHEIKH SULAIMAN AL-RAJHI
Worth: $7.7 billion Industry: Banking Country of Citizenship: Saudi Arabia
Sheikh Sulaiman Al-Rajhi is a prominent businessman and philanthropist. But
Sulaiman Al-Rajhi, the man behind the largest Islamic bank in the world, was
not born into riches. He grew up in Al-Qassim, and he and his brother Saleh
created a money exchange business for pilgrims visiting the Holy Shrines.
Their business grew in the 70s, while helping migrant workers in the oil
industry, and in 1983 they opened the very frst Islamic bank.
Devoted to social development, the Sulaiman Al-Rajhi Charitable Foundation
has set up a world-class, non-proft university that focuses on helping
students excel in health sciences. He is also known for his generous donations
to support hospitals, orphanages, and the disabled.
LI KA-SHING
Worth: $26.5 billion Industry: Business Country of Citizenship: China
Li was born into an impoverished family in China in 1928. When he was 15, his
father died, forcing Li to leave high school so that he could work to support
his family. He took a job in a plastics company, where he would work 16 hours
a day. At this company, Li used to assemble plastic fowers. By 1950, Li had
started his own plastics manufacturing company. His company prospered,
which led Li to expand his business into many diferent felds.
However, his successes are not all monetary. Li Ka-shing has a reputation
for being honest and generous. In fact, he is one of Asias most prominent
philanthropists, and has announced plans to donate one-third of his wealth
to charity.
AMANCIO ORTEGA
Worth: $31 billion Industry: Retail Clothing Country of Citizenship: Spain
Amancio Ortega is the founder and chairman of a company that owns many
stores, including the enormously popular international clothing store, Zara. Now
Spains richest man, Ortega is the son of a railroad worker, and had no formal higher
education. When Ortega was 13, he worked as a delivery boy for a shirtmaker and
later became the manager of a clothing store. He began making clothing in his
living room and selling it to local stores. Ortega had an ability to predict what styles
were going to be popular and to create these styles with inexpensive materials.
In 1975, Ortega opened his frst Zara store. Zara gained a reputation for selling
designer fashions at reasonable prices. Today Ortegas company has more than
4,000 stores in 71 countries.
$
$
$
Teachers Guide
2 Rags to Riches
14
Warm Up
With students books closed, write the title of Unit 2 on
the board: Rags to Riches. Ask: What does this phrase
mean? Elicit or explain that this expression refers to
any situation where a person goes from being poor
(and wearing rags for clothes) to being rich.
With books still closed, discuss the frst introductory
question on page 14. Call on a few students to tell any
rags to riches stories that they know about famous
people or people they know personally.
Arrange students in small groups to discuss the
second introductory question: What qualities do
you think a person needs to make a fortune? Have
students make a list. Assign one student in each
group the role of reporter. When groups are fnished,
call on the reporters to read their lists aloud. Compile
a list of qualities on the board. Discuss any new
vocabulary with the class.

Unit Goals
Have students open their books to pages 14 and 15
and look at the photos. Ask: Do you recognize any
of these people? Ask a few students to say what
they already know about Amancio Ortega, Sheikh
Sulaiman Al-Rajhi, Li Ka-shing, and Steven Paul Jobs.
Point out the headings under each persons name:
worth, industry, and country of citizenship. Ask:
What does worth mean? (This refers to how much
money the person is estimated to have. The amounts
are given here in U.S. dollars.) What does industry
refer to? (This is the business or career in which the
person made their money.) Point out that country of
citizenship does not necessarily refer to the place that
a person was born, but to the place where the person
is a current citizen.
)) Play the audio for each persons story. Have students

listen and follow along in their books.
Stop the recording after each persons story and
ask a few questions to check students general
comprehension. For example, ask:
(Amancio Ortega)
What kinds of stores does Amancio Ortega own?
(clothing stores) Where are his stores located? (in 71
countries, or all over the world)
(Sheikh Sulaiman Al-Rajhi)
What was his frst business? (He created an exchange
business with his brother) When did they open the
frst Islamic bank? (In 1983)
(Li Ka-shing)
What kind of business did Li Ka-shing start out in?
(plastics) What else is he known for? (being honest,
generous, and a philanthropist)
(Steven Paul Jobs)
What is Steven Paul Jobs most famous for? (he
co-founded Apple with Steve Wozniak) Why did he
resign from Apple? (He resigned over an argument
with the board of directors in 1984.)
)) Play the audio again. Have students listen and follow

along in their books in preparation for the Quick
Check exercises.

Listening
Listen for sequence in a
lecture about the history
of money

Pronunciation
Past tense endings:
/t/, /d/, and /d/

Reading
Richard Branson

Writing
Write a biographical essay
about a persons rise to
fame or fortune

VocabuIary
Economics
Forms of money
Industries

Functions
Talk about fame
and fortune
Discuss options

Grammar
Used To versus
Be Used To
Would for Repeated
Action in the Past
versus Used To
Was Going To (Future in
the Past)
Teachers Guide
2 Rags to Riches
15
Quick Check
A
Focus students attention on the vocabulary words
in the box. Have them work individually to fnd and
underline each of the words in the rags to riches
stories. Tell them to study how the words are used in
context in order to guess the meaning.
sentences with the correct words, and then compare
answers with a partner.
To check answers as a class, call on volunteers to read
aloud their completed sentences.
Answers
1. excelled
2. reputation
3. prominent
4. impoverished
5. philanthropist
B
Have students work individually to answer the
questions, referring back to the stories as necessary.
Then have students compare answers with a partner.
Answers
1. It sold designer fashions at a reasonable price.
2. He foresighted the need of a money exchange business for
pilgrims visiting the Holy shrines.
3. It set up a non-proft university and ofered donations to
hospitals, orphanages, and the disabled.
4. He was poor and had to leave high school when his father died
to help support his family.
5. Although he dropped out college, he co-founded Apple, and
developed and marketed personal computers.
6. Whereas he argued and resigned from Apple, Jobs was brought
back and he is Apples CEO since 1997.
2 Pair Work
Ask a volunteer to read the directions aloud.
Arrange students in pairs.
Make sure students know that they must choose one
of the people from pages 14 and 15 to role-play with a
reporter. Students should use their knowledge of the
persons life as much as possible. However, they can
make up answers to questions that they dont know
the real answers to. When students switch roles, have
them choose a diferent person to interview.
Have the reporters jot down questions to ask in
preparation for the interview as well as the answers
they receive.
Call on a few pairs to role-play their interviews for
the class.
Workbook
Teaching Tip
Listening to the audio recording of the Listen and Discuss
sections is a valuable activity for students. It gives students the
opportunity to listen to native speakers for correct pronunciation
of vocabulary and intonation of sentences. Encourage students
to read along aloud with the audio, mimicking the speakers
rhythm, intonation, and pronunciation.
Additional Activity
Activity 1: Have students calculate the net worth of each of
the people on pages 14 and 15 in their own currency. Discuss
the kinds of things that people can do and buy with this amount
of money in their country.
Activity 2: For additional vocabulary practice, have students
create a word family chart for each of the vocabulary words from
Quick Check A as they did in Unit 1. Ask them to try to guess the
word forms before checking with a dictionary.
excellence excel excellent excellently
prominence X prominent prominently
impoverishment impoverish impoverished X
philanthropist X philanthropic philanthropically
15
2 Pair Work
Role-play with a partner. Choose a person from one of the Rags to Riches stories. You play
this person, and your partner plays a reporter who interviews you. Then switch roles.
Steven Paul Jobs
Worth: $8.3 billion Industry: Computer Design Country of Citizenship: U.S.
Steven Paul Jobs was born in 1955 and adopted into a working class family.
He grew up in what later became Silicon Valley. He dropped out of college
because he could not aford to pay his tuition. In the late 70s, he co-founded
Apple with Steve Wozniak and others, and proceeded to develop and market
the frst successful lines of personal computers. He eventually resigned from
Apple over an argument with the board of directors in 1984, and founded
NeXT. Apples buyout of NeXT brought Jobs back to Apple as its CEO since
1997. He is the largest individual shareholder of The Walt Disney Company
and a member of the board. Jobs is admired by many for his entrepreneurial
skills, his foresight, and his ability to create and support products that are
both functional and aesthetically pleasing.
$
Quick Check
A. Vocabulary. Complete each sentence with a word from the box.

excelled philanthropist reputation
impoverished prominent
1. Not only was Jake an excellent student in high school, but he ______ in
sports as well.
2. He has a ______ for being one of the greatest doctors in the feld of neurosurgery.
3. My professor is a ______ economist who is often quoted in magazines.
4. The charity I donate to helps to build schools in ______ areas.
5. Businessman and ______ Bill Gates gives millions of dollars to charities each year.
B. Comprehension. Answer the questions.
1. Why was Zara successful?
2. What is unique about the way Sulaiman Al-Rajhi started his business?
3. How does the Sulaiman Al-Rajhi Charitable Foundation support social
development in Saudi Arabia?
4. What challenges did Li Ka-shing face early in life?
5. What did Steven Jobs do in his teens that demonstrated his determination,
entrepreneurial skills, and foresight?
6. Which event, in your view, must have given Jobs a great sense of satisfaction and
self-worth?
2 Rags to Riches
16

Used To versus Be Used To
Used to + the base form of a verb is used to talk about an activity that was repeated habitually in the past,
but which is not done now.
He used to live in a mansion. But he lost all his money and now he lives in a small apartment.
She didnt use to care about money. But now shes become very materialistic.
Note: For the negative, use didnt use to (omit the -d).
Be used to + gerund or noun is used to talk about something that has become familiar or habitual.
Some people think its crazy that he works seven days a week. But he is used to it.
Although she is a millionaire now, she isnt used to shopping in expensive stores.
Note: For the negative, use be + not + used to (do not omit the -d).
Would for Repeated Action in the Past versus Used To
Would can be used to talk about an action that happened regularly in the past. Used this way, would means
the same thing as used to.
When I was a child, I would dream of being a millionaire. = When I was a child, I used to dream of
being a millionaire.
Note: Only used to (not would) can be used to talk about a situation that was true (without habitual action)
in the past.
He used to live at home until he got a job. (Correct)
He would live at home until he got a job. (Incorrect)
Was/Were Going To (Future in the Past)
Was/Were + going to + the base form of a verb is used to talk about a prediction for the future made in the
past, or a past plan that was not carried out.
I knew that company was going to be a great success.
He was going to spend the money, but he decided to invest it in the stock market instead.
A. Complete the sentences with either use(d) to or be used to. Use the negative in some cases.
1. We ______ eat at all the best restaurants, but then we started saving more money.
2. Shes from Costa Rica, so she ______ warm weather all year round.
3. The bed in my frst apartment was so uncomfortable that I ______ sleep on the couch.
4. Marco ______ live with his whole extended family.
5. Even though he loves his apartment, he ______ living alone.
6. We ______ swim in that pond, but now its too polluted.
7. He likes his new job, but he ______ wearing a suit and tie.
8. She had always excelled in English, so she ______ receiving poor grades.
3 Grammar
Teachers Guide
2 Rags to Riches
16
3 Grammar
Note: Rather than presenting the grammar chart all at
once, it may be helpful to practice only one grammar
point at a time. Present Used To versus Be Used To frst,
and have students practice this point in exercise A.
Then present Would for Repeated Action in the Past
versus Used To, and have students complete exercise
B. Finally, present the structure Was/Were Going To,
and have students do exercise C. Exercise D practices
all of the grammar points presented in this unit.
Used To versus Be Used To
Read aloud the explanation and example sentences.
Have students read aloud the example sentences.
Give a few examples of things that you used to do,
and write them on the board. For example: I used to
go to bed late at night, but now I go to bed early. Or
I used to read a lot, but now I dont have time.
Contrast these examples with sentences about things
you are used to doing. For example: I am used to
getting up early. I always get up at 6. Or I am used to
walking to work. I dont have a car.
Make sure that students understand the diference in
meaning. Elicit additional examples of each use from
the class.
Direct students to exercise A for practice.
Would for Repeated Action in the Past
versus Used To
Read aloud the explanation and examples. Write the
following sentences on the board:
Ahmed used to walk to work before he had a car.
I used to live in a small house.
Ask: In which of these sentences can you substitute
would for used to? (the frst sentence) Why? (Ahmed
used to walk to work tells about a habitual action in the
past. I used to live in a small house tells about a fact, not
a habitual action.)
Elicit examples from students that use would for
repeated action in the past. After each student gives a
sentence, ask the class if the sentence was correct.
Direct students to exercise B for practice.
Was/Were Going To (Future in the Past)
Read the explanation with the class. Have a student
read aloud the two examples. Point out that each
of the examples shows a diferent meaning of was
going to.
I knew that company was going to be a great success is
an example of a prediction made in the past.
She was going to spend the money, but she decided to
invest it in the stock market instead is an example of a
past plan that was not carried out.
Elicit examples from students of sentences that
convey each meaning.
Direct students to exercise C for practice.
A
Read the directions aloud, and do the frst two
sentences together as examples.
Have students work individually to complete the rest
of the exercise, and then check their answers with
a partner.
To check answers as a class, call on volunteers to
write the completed sentences on the board. Check
the sentences for the correct forms of used to and
be used to.
Answers
1. used to 5. is not used to
2. is used to 6. used to
3. used to 7. is not used to
4. used to 8. wasnt used to
Teachers Guide
2 Rags to Riches
17
B
Have a student read aloud the directions and the
example sentence. Write on the board: When I was a
child, I would help my mother with the cooking. Ask:
Is this sentence correct? (Yes. It has the same meaning
as the example sentence in the book.)
Say: When I was a child, I didnt cook. What sentence
should I write? Elicit and write on the board: When
I was a child, I didnt use to help my mother with
the cooking.
Have students work individually to use the phrases in
sentences that were true about their own childhood.
To check answers, have students each write one
completed sentence on the board. For each sentence
ask the class for additional correct responses.
Answers
1. When I was young, I always used to go barefoot in the summer.
2. When I was little, I would play with my friends for hours.
3. I didnt use to like candies when I was a child.
4. When we used to go to the beach, we would build castles in
the sand.
5. I used to have a favorite English teacher named Mr. Lincoln.
6. When I was younger, I didnt use to help with the chores.
7. When I was little, I used to hate going to bed early.
8. When my brother and I were young, we would make up funny
stories.
C
example sentence. Ask: What meaning of was going
to does this sentence show? (a past plan that was
not carried out) Point out that all of these sentences
will be about a past plan that was not carried out.
Students can see this from the use of the word but.
sentences and then compare answers with a partner.
Since answers will vary, call on a few students for each
item to share their completed sentence with the class.
Answers
1. We were going to watch a flm tonight, but we were too tired.
2. He was going to pay for dinner, but he lost his credit card.
3. I was going to ask you to go out tonight, but you werent home.
4. She was going to attend that university, but she didnt
get accepted.
5. We were going to drive the new car, but we were too nervous.
6. He was going to run in the race, but he didnt feel well.
D
Have a student read aloud the directions. Write on
the board: When Ming was younger, his life was very
diferent. Have students copy this sentence down,
explaining that it will be the frst sentence of all of
their paragraphs.
Have students work individually to write their
paragraphs and then compare them with a partner.
Answers
Answers will vary.
Workbook
Assign pages 1012 for practice with the grammar of
the unit.
Teaching Tip
When practicing grammar, allow students to make mistakes
when speaking and writing on the board. Mistakes provide the
best teaching opportunities for the whole class to learn from.
Additional Activity
Do a chain sentence activity with was/were going to. Start the
chain by saying Yesterday, I was going to clean my house,
but I watched a flm on TV instead. Go around the room,
eliciting a sentence from each student about what he or she was
going to do yesterday.
17
B. Use the phrases to write sentences about your own childhood, including
either would or (didnt) used to. In some cases, both are possible.
help my mother with the cooking
When I was a child, I used to help my mother with the cooking.
1. go barefoot in the summer 5. have a favorite teacher
2. play with my friends for hours 6. help with the chores
3. like candy 7. hate going to bed
4. build castles in the sand 8. make up funny stories
C. Complete the frst part of the sentences. Use was/were going to and your own ideas.
. . . but then I found a better one.
I was going to take the rst job I was oered, but then I found a beter one.
1. . . . but we were too tired. 4. . . . but he didnt get accepted.
2. . . . but he lost his credit card. 5. . . . but we were too nervous.
3. . . . but you werent home. 6. . . . but she didnt feel well.
D. Look at the pictures. Complete the paragraph about how Mings life has changed since he became
wealthy. Use used to, be used to, would, and was going to.
When Ming was younger, his life was very dierent . . .
Ming, 10 years ago Ming, now
18
4 Conversation
Ahmed: My parents gave me $3,000 for graduation.
Ibrahim: Wow! What are you going to do with all that cash?
Ahmed: I dont know. Im going around in circles about it, driving myself
and everyone else crazy. At frst I was going to do something
really indulgent with it, like take a vacation. I was ready to book
it, but then I got cold feet.
Ibrahim: Why? I think a vacation sounds like a great idea. Youve
worked really hard for four years. You deserve a break.
Ahmed: Thats true. But, on the other hand, I dont want to spend all that
money on something that will be over in a week. So, then I was
thinking of buying something useful, like a used car.
Ibrahim: Thats a good idea.
Ahmed: Yeah. It would be a great convenience to have a car. But, at
the same time, Im used to taking public transportation, and I
really dont mind it. Frankly, I cant think of anything that I really
need. So maybe I should put the money aside for a rainy day.
Ibrahim: Well, yes, I suppose the alternative would be to just put it in the
bank until you need it.
Ahmed: Right. But then again, whats the point of having money if
youre not enjoying it? Maybe I should do something indulgent
with itlike take that vacation.
Ibrahim: Now I see how youre driving everyone crazy!
Real Talk
cash = money
go (around) in circles = to think through many possibilities over and over without coming to a decision
drive someone crazy = greatly annoy or irritate
get cold feet = to decide not to do something because you are too scared or nervous
dont mind = not annoyed or bothered by
put (something) aside for a rainy day = to reserve something, usually money, for a future need
Your Turn
Role-play with a partner. Discuss a choice that one of
you has to make. The choice can be real or made-up.
Use phrases for discussing options.
1. What options is Ahmed considering?
2. How is he driving people crazy?
3. What do you think hell do with the money? Why?
Discussing Options
At the same time,
But then again,
I could always
On the other hand,
The alternative would be to
What would you think about?
2 Rags to Riches
Teachers Guide
2 Rags to Riches
18
4 Conversation
With students books closed, say and write on the
board: You won $3,000! (Or write an equivalent
amount of money in the students currency.) Ask:
What will you do with it? Elicit answers from a
few students.
Tell students to open their books to page 14 and look
at the photos. Ask: What is the young man thinking
about? (He is deciding whether to spend his money
on a car or a vacation.)
)) Play the audio of the conversation. Have students

just listen.
)) Play the audio again. This time, have students listen

and read along in their books.
Real Talk
Draw students attention to the Real Talk box. Point
out that the words in this box are highlighted in
blue in the conversation. Explain that these are
usually idiomatic or slang words and expressions that
students may not be able to fnd in their dictionaries.
They are defned here. Note that all of the words
and phrases in this Real Talk are acceptable for use in
formal conversation.
Model the words and phrases for students to repeat.
Write the following questions on the board:
How much cash do you usually carry with you?
(I only carry the amount of cash that I need to buy
lunch for the day. I bring my checkbook or ATM card if
I need more money.)
Have you ever had to make a decision that you went
around in circles about?
(I went around in circles about what to buy my
brother for his graduation. I just didnt know what he
would like.)
What is something that drives you crazy?
(It drives me crazy when people talk on their cell
phones when waiting in line to pay at stores. I think it
is rude.)
Have you ever gotten cold feet?
(Once while skiing I was going to ski down a
difcult trail, but I got cold feet and took the easy
way down instead.)
What is something you dont mind doing that others
dont like to do?
(I dont mind doing laundry. Although many people
dont like it, I think it is relaxing.)
Are you the kind of person who spends your money
or puts it aside for a rainy day?
(I like to put my money aside for a rainy day. You never
know when you might need it!)
Have a student ask you each question. Give an honest
answer to each as an example. (See possible answers
above in parentheses.)
Arrange students in pairs. Have pairs practice the
words and phrases by asking and answering the
questions on the board.
Have students practice the conversation with a
partner. Then they switch roles and practice again.
Have students work in pairs and take turns asking and
answering the questions.
Call on pairs to read aloud the questions and answers.
Since answers will vary for number three, have a few
students give their answers.
Answers
1. He is considering buying a car, going on vacation, and putting
the money in the bank.
2. He cant make up his mind.
3. I think he will buy a used car, because that is what I would do.
Your Turn
Call on a student to read the directions aloud.
Direct students attention to the box. Explain that
these phrases are used to talk about possible
options. Ask: Which of these phrases are used in the
conversation? (At the same time, But then again,
On the other hand, The alternative would be to)
As a class, brainstorm a few ideas for students
conversation. Write some possible ideas on the board,
for example:
Choose what to do this weekend.
Choose where to go on vacation.
Choose what to give a friend for his or her birthday.
Choose what schools to apply to.
Choose what jobs to apply for.
Teachers Guide
2 Rags to Riches
19
5 Listening
Have a student read aloud the directions. Give
students time to look at the list of the forms of
money to help them know what information they
will listen for.
)) Play the audio once for students to just listen.
)) Play the audio a second time for students to

write the dates. Then have them order the forms
of money. You may want to pause the audio
periodically.
)) Play the audio a fnal time for students to check their

answers.
Answers
cowrie shells 1200 B.C.E.
paper money 800 C.E.
bartering 9000 B.C.E.
electronic money today
inexpensive metal coins 1000 B.C.E.
coins made of valuable metals 500 B.C.E.
)) Audioscript
The frst way in which goods were bought was not with money.
Instead, people used to trade something of value that they
possessed for something they needed. The most common
things to trade with were cattle and crops, like corn and wheat.
So, for example, if you were a farmer, you might trade your corn
with a butcher for meat. The butcher might trade his meat with
a shoemaker for shoes. This kind of trade was called bartering.
Bartering began as far back as 9000 B.C.E.
However, there was a problem with bartering. What if someone
had something to trade but no one wanted or needed it? Or
what if people could not agree on what was a fair trade? To
solve this problem, the frst kind of money came about around
1200 B.C.E. in China, where people would use special shells called
cowrie shells to purchase goods. These shells were the most
widely and longest used form of money in history. In some parts
of Africa these shells were used until the middle of the 1900s.
The earliest metal coins were produced in China around 1000 B.C.E.
The coins were made out of an inexpensive metal and had holes
in them so that they could be put together to make a chain. The
earliest coins made of valuable metals were silver coins produced
in Turkey around 500 B.C.E. Coins made of silver, bronze, and gold
were soon being used by the Greeks, Romans, and Persians. By
800 C.E., the frst paper money had appeared in China. This form of
money eventually became common around the world.
At one point, people probably thought cowrie shells were going
to be used forever. Thats what many of us think about coins and
paper money now. But money is likely to continue to change.
In fact, a new kind of money is already being exchanged over
the Internet. This money, called electronic money or digital cash,
functions like real cash, except its not on paper. The money in a
bank account is converted to a digital code, which can be used
to make purchases. While digital cash is very new, it is expected
to become common in the years ahead.
6 Pronunciation
)) Play the audio for the explanation while students

read along in their books.
)) Play the rest of the audio for students to listen and

repeat the sentences.
A
Read the directions with the class. Have students work
individually to match each word with its meaning.
Answers
1. a 2. g 3. e 4. b 5. h 6. d 7. f 8. c
B
Workbook
Teaching Tip
Before a listening activity, make sure students know their purpose
for listening. Make it clear what information they need to listen
for and how many times they will listen. This will help them to
focus their listening and complete the task successfully.
Additional Activity
Do an ABC Brainstorm about money. Students go around the
room, saying a word or phrase that is related to money that
begins with the consecutive letters of the alphabet. For example:
add up, barter, cash, debt, etc.
The bill of the largest denomination ever was the one milliard
Hungarian Peng (100,000,000,000,000,000,000), which
was printed in 1946. It was worth about $0.20 at that time.
facts
19
5 Listening
Listen to the lecture about the history of money.
Write the date by each form of money. Then number
the forms of money in the order they were used.
6 Pronunciation
In English, the past tense ending -ed has three diferent pronunciations.
For verbs that end in the sounds p, k, f, s, ch, or sh, pronounce the ending /t/ as in worked.
For verbs that end in vowel sounds or b, g, v, z, zh, th, j, m, n, ng, l, r, pronounce the ending /d/ as in opened.
For verbs that end in the sounds d or t, pronounce the ending /d/ as in wanted.
Listen and practice.
1. They traded something of value that they possessed for something they needed.
2. What if no one wanted or needed it?
3. The frst coins were produced in China, and the frst paper money appeared in China.
4. Money called digital cash is already being exchanged over the Internet.
A. You will see the following words in the reading on pages 20 and 21. Match the words with their meanings.
1. ____ potential a. likelihood of being or doing something important
2. ____ sector b. an investment; an interest
3. ____ short-haul c. able to grow and develop; workable
4. ____ venture d. one that questions, has doubts about something
5. ____ pledge e. that travels over short distances
6. ____ skeptic f. a new business activity that involves risk
7. ____ stake g. part of a business area
8. ____ viable h. promise

coins made of
valuable metals
______________

inexpensive
metal coins
______________

electronic money
______________

bartering
______________

paper money
______________
2
cowrie shells
1200 ...
20
Richard Branson was born in 1950, in London. He was educated at Scaiclife School and then Stowe School
until the age of sixteen. His academic performance was poor due to his dyslexia, so he did not seem to have
a lot of potential in life. He is now one of the wealthiest and most successful people in the world.
Branson started his Virgin Empire by setting up Virgin Megastores, soon to be followed by Virgin Atlantic
Airways in 1984. In 1993, he entered the railway business with Virgin Trains, a high risk sector that most
investors avoided. He then acquired short-haul airline Euro Belgian Airlines in 1996 and renamed it Virgin
Express. Virgin Nigeria and Virgin America airlines were launched in 2006 and 2007 respectively. Branson also
developed his own Virgin Cola brand and tried to introduce more Virgin products into the market. These
enterprises did not prove to be the most successful in the Virgin Empire.
On September 25, 2004, Branson formed Virgin Galactic that plans to make fights in space available to
the public at $200,000 per ticket. Bransons next venture was Virgin Fuels, which is committed to ofering
a revolutionary, environmentally friendly, cheaper fuel for cars and eventually airplanes. Branson, formerly
a global warming skeptic, admitted to having been infuenced by Al Gore at a breakfast meeting and
pledged to invest the profts of Virgin Atlantic and Virgin Trains in research for such fuels.
In 2006, Branson formed Virgin Comics and Virgin Animation, entertainment companies focused on
creating new stories and characters for a global audience. He also launched the Virgin Health Bank and
Virgin Healthcare and bought a 20 percent stake in Malaysias Air Asia.
Branson has been tagged as a transformational leader because of his original strategies and his stress on
the Virgin Group as an organization that is driven by real opportunities and information.
On February 9, 2007, Branson announced the setting up of a new global science and technology prize, The
Virgin Earth Challenge, to promote the research and development of a commercially viable method for the
removal of harmful greenhouse gases.
Branson is not the typical businessman-investor. He is not content to sponsor and simply watch sailing or air
balloon fights; nor is he ever afraid to try his best regardless of the outcome. Nothing and nobody seems to
ever stop him from trying.
Since 1985, he has made several world record-breaking attempts. In 1986, he attempted the fastest Atlantic
Ocean crossing and beat the record by two hours. A year later, his hot air balloon Virgin Atlantic Flyer
8 Reading
Before Reading
What do you know about Richard Branson? Do you think
that money is the only thing that matters to him?
2 Rags to Riches
Teachers Guide
2 Rags to Riches
20
8 Reading
Write on the board: Richard Branson. If possible,
an advertisement from a magazine or a TV of Virgin
Megastores or Virgin Airways. With books closed,
discuss the Before Reading questions as a class. Elicit
any facts or information students know about Richard
Branson. If students dont know, explain that he is a
British business tycoon, the 5th richest person in the
UK, and best known for his Virgin Group of over 400
companies.
Have students open their books to pages 20 and 21.
Focus their attention on the photo. Ask: Where do you
think this photo was taken? (Students may not know
the exact answer but elicit that it was probably during
an interview in a studio or at his house.) Ask: Does he
look like a successful business man?
READING STRATEGY 3-2-1
Write the following on the board:
3 (Write 3 things you found out.)
2 (Write 2 interesting things.)
1 (Write 1 question you still have.)
Using the 3-2-1 strategy allows students to focus on
the important ideas of a reading, the points that they
found the most interesting, and the points that they
may not have understood.
Focus students attention on the reading: Richard
Branson: A Rags to Riches Story. Tell students that they
will read the text, and then follow the directions
for the 3-2-1 activity on the board. Give students a
specifc amount of time to complete this activity.
When students have fnished writing, arrange the
class into small groups. Have students share the
points that they wrote down with each other and
discuss them. Have them discuss the points that
they have questions about and try to answer each
others questions.
Call on a few volunteers to share their 3-2-1 answers
with the class. Discuss as a class any unanswered
questions.
)) Play the audio for the reading. Have students listen

and follow along.
For additional vocabulary practice, refer students
back to the Vocabulary Building activity on page 19.
Have students fnd and underline each of the words
in the reading.
Discuss with students what each word means in
the context of the article. Ask questions, such as
the following:
Why didnt he go to university? (He had a poor
academic performance due to his dislexia.)
What was the frst business he set up? (Virgin
Megastores)
What does the writer say about Virgin Trains? (It was
a high risk sector that most investors avoided.)
Who infuenced Richard Branson and turned him to
a global warming skeptic? (Al Gore)
Why he has been tagged as a transformational
leader? (Because of his original strategies and the
emphasis he put on the Virgin Group)
Why did he set up The Virgin Earth Challenge
prize? (To promote research and development of
a commercially viable method for the removal of
harmful greenhouse gases.)
What happened in March 2000? (He was knighted
for his services to entrepreneurship)
What is the Virgin Unite? (Its a non-proft foundation
that funds several educational and charity projects in
Africa and elsewhere.)
Teachers Guide
2 Rags to Riches
21
After Reading
Have students work individually to answer the
questions, referring back to the text as necessary. Then
have them compare answers with a partner.
Answers
1. He did not seem to have a lot of potential in life.
2. Retailer stores, Airlines, Railways, Film production, Health care,
Formula One Racing Team, etc.
3. Virgin Galactic
4. Hes broken several world records with his hot air balloon, speed
boats, he starred in several flms, and a global warming skeptic.
5. It must worth several billion dollars.
6. He was knighted for his services to entrepreneurship
7. He is involved in several humanitarian initiatives, and he has
founded Virgin Unite, a non-proft foundation that helps fund
several educational and charity projects around the world.
9 Speaking
questions.
As students are working, go around and check that
everyone is participating in the discussion. Make sure
that each student in the group completes the chart
about him or herself.
Workbook
Teaching Tip
3-2-1 activities (see Teachers Guide page 20) can be modifed
to ft any reading that you are working with. For example, if you
were reading a persuasive text, you might ask students to identify
3 facts, 2 opinions, and 1 unclear point.
Project: Local Philanthropists
Working in small groups, have students choose and research a
philanthropist from their country or region of the world. Have
them fnd out information, such as the following: How is this
person a philanthropist? What percentage of the persons wealth
does he or she donate? What charity or group does he or she
donate to? Have groups prepare a poster and presentation for
the class.
After Reading
1. What were Richard Bransons prospects in life in relation to his school performance?
2. What type of companies are included in the Virgin Empire?
3. Which company is the most adventurous or riskiest in your view?
4. What is notable about Richard Branson in relation to other tycoons?
5. What do you think Richard Bransons Virgin Empire is worth today?
6. Why do you think he was knighted? Do you know any other people who have been knighted for their
contribution to the economy or culture?
7. How active is Branson as a philanthropist?
21
crossed the Atlantic in record time. In January 1991, he crossed the Pacifc from Japan
to Arctic Canada, 6,700miles (10,800 kilometers) in a balloon, breaking the record, with
a speed of 245miles (394 kilometers) per hour. In March 2004, Branson set a record by
traveling from Dover to Calais in a speedboat, in 1 hour, 40 minutes, and 6 seconds.
Richard Branson has guest starred in a number of flms, hosted a television show, and
made cameo appearances in flms. He is also involved in football and Formula One
Racing. His team, Virgin Racing, came 12th in the 2010 Grand Prix.
He has founded Virgin Unite, a non-proft foundation of Virgin, that helps fund several
educational and charity projects in Africa and elsewhere. He is an active supporter of
environmental and humanitarian causes and the patron of several charities.
He was knighted for his services to entrepreneurship in March 2000.
9 Speaking
1. Think about how you can be successful in your life without depending on others.
Make notes in the chart.
2. Use your notes to talk in groups or in class. Compare ideas.
What I am good at
How I can use my
strengths to develop
Which areas/skills
I can develop
How long it will take to
reach my goal
Jeffrey P. Bezos was
born in 1964, in
Albuquerque, New
Mexico. He displayed
a remarkable
mechanical aptitude
when he managed
to dismantle his crib
with a screwdriver as a
toddler!
(1)__________ Jeffrey
was a teenager, the
family moved to
Miami, (2)__________
he discovered
computers. He graduated from high school, a
valedictorian of his class. He (3)__________ completed
his studies in computer science and electrical
engineering at Princeton University.
(4)__________ graduation, he worked at some well-
known firms on Wall Street. It looked as if Jeff would
have a successful career in finance, (5)__________ he
made a discovery that changed his life and changed
the course of business forever.
The Internet had been used mainly by the Defense
Department, the government, and academic researchers
until as late as 1994. (6)__________, Jeff Bezos observed
that Internet usage was increasing by 2,300% a year. He
researched the top 20 mail order businesses and found
that books were the only item for which no catalogue
existed as it would be far too big to mail. He attended
the American Booksellers Convention the very next day,
(7)__________ he discovered that major wholesalers
had already compiled electronic lists of their inventory.
All he needed was a location on the Internet.
The new online company was set up in a two-bedroom
house with a garage, in Seattle. On July 16, 1995, the site
was opened to the world. (8)__________ September,
it had weekly sales of $20,000. The business grew faster
than anyone could have predicted.
(9)__________ the online bookselling business
expanded to include an endless range of products
from clothing to electronic goods to furniture and
so on, skeptics thought it was growing too fast to be
successful. (10)__________ it turned out, it was the
smartest move anyone could have made that changed
the face of commerce forever and turned several
members of the Bezos family into billionaires.
10 Writing
A. 1. What do you know about e-commerce? Do you ever buy books or other products on the Internet?
2. What are the advantages and disadvantages of e-commerce, in your view?
3. Do you know who Jefrey Bezos is? What has he accomplished? Scan the text and fnd out.
4. Read the text and fll in the blanks with the words or phrases. Some can be used more than once.
Listen and check your answers.

when (3 times) where (twice) then after one day by as
2 Rags to Riches
5. Identify the topic/theme of each paragraph.
Paragraph 1: ______________ Paragraph 2: ______________ Paragraph 3: ______________
Paragraph 4: ______________ Paragraph 5: ______________ Paragraph 6: ______________
6. Which verb forms are mostly used? Are passive sentences used in any sections? Why? Why not?
7. Make a list of the key events, including no more than 12 items. Highlight the key events/verbs in the
text. Then write them on a timeline.
8. Now cover the text and look at your 12 items. Reconstruct the story and tell your partner. Then switch
roles and repeat.
22
Teachers Guide
2 Rags to Riches
22
10 Writing
Have students discuss the picture in pairs and ask
volunteers report answers/ideas for the class..
A
Write E-COMMERCE on the board and allow students
to make suggestions on what the word/term refers to.
Discuss suggestions in class.
Have students work in pairs discussing their views on
e-commerce. Ask them to make notes on advantages
and disadvantages.
Call on a student from each group to report for the
class and list their ideas on the board.
Elicit information about Jefrey Bezos from students.
Ask students to read the text with the blanks and to
complete the missing words with their own ideas.
Then ask them to use the words in the box under 4
and compare with their own answers.
Play the audio and have students check their answers.
Have students read individually and make notes
about Bezos, then compare notes in groups.
Call on students to report to the class. Ask them to
give reasons for their answers.
Answers:
1. Answers will vary.
2. Answers will vary. / Sample answer.
Advantages:
1. More competitive prices because of lower costs
2. No transport required
3. Saves time
4. Allows research for better prices/quality
Disadvantages:
1. Buyer can only see photos of products
2. Products might difer from photo items
3. Unless delivered by hand, products can get lost
4. Some products cannot be returned.
3. Jefrey P. Bezos was born in Albuquerque, New Mexico in
1964. He displayed a remarkable mechanical aptitude from an
early age. He discovered computers when he was a teenager
and studied computer science and electrical engineering in
Princeton University. He worked for well-known frms of Wall
Street. He started the frst and largest on line bookselling
business which expanded to include all kinds of products from
clothing to appliances, to furniture.
4. 1) When, 2) where, 3) then, 4) After, 5) when, 6) One day,
7) where, 8) By, 9) When, 10) As
Have students work in groups and report in class.
Answers:
5. Paragraph 1: Jefrey P. Bezos early years
Paragraph 2: Jefrey Bezos as a teenager and young adult/
education
Paragraph 3: Jefrey Bezos after graduation/work/discovery
Paragraph 4: The internet and bookselling/research
Paragraph 5: The new online business
Paragraph 6: The online bookselling business/ expansion
and success of the Bezos family
Have students work in pairs identifying forms.
Circulate and monitor. Help when required. Call on
students to report in class.
Answers:
6. Past forms
Past simple: displayed, managed, moved, graduated, completed,
worked, made, changed, observed, researched, found, attended,
opened, predicted, expanded, turned out, thought, turned
Past perfect: The Internet had been used/ major wholesalers
had already compiled electronic lists
Passives: Jefrey P. Bezos was born in / The internet had been
used mainly by the Defense Department, / The new online
company was set up / The site was opened
Theyre used to switch focus/set a new theme from JB to the
Internet, the company and the site.
Have students work individually listing events. Then
ask them to compare with a partner and select 12 of
the events.
Organize students in pairs and ask them to draw a
timeline and mark the point/ order of the events as
they happened chronologically. Discuss in class.
Have students close their books and use their notes
to reconstruct the story in pairs. Call on individual
students to report.
Answers:
7. J. Bezos was born in 1964 displayed a remarkable mechanical
aptitude family moved to Miami - discovered computers
graduated/high school-graduated / College- worked on
Wall street - made a discovery - observed/Internet usage was
increasing - researched and found no book catalogue existed
-attended American Booksellers Convention- discovered
electronic lists of booksellers inventories - new online company
was set up - site was opened - business expanded - changed
face of commerce - turned Bezos family members into
billionaires
Teachers Guide
2 Rags to Riches
23
B
about a famous and/or wealthy person.
Organize them in small groups and ask them to think
about famous people. Have them list the names of the
people they think of and the reason they know them.
Call on a student from each group to tell the class
and list the names on the board. Compare with other
groups.
Read directions for 1 and 2 and ask them to choose
one of the people on their list. Allow them to break
into smaller groups or pairs if they are keen to write
about a particular person that the rest of the group
has not chosen.
Direct students to the Writing Corner. Explain that they
will be writing a brief biography of the person along
the lines of the biography they read on page 22.
Have students read the frst point and ask them to
focus on specifc events as they make notes. Suggest
that they draw a timeline where they mark the main
events, accompanied by bubbles where they add
surrounding information.
Ask a student to read the second point aloud and
encourage students to be selective.
Call on a volunteer to read the third point and discuss
it in class.
Read the next bullet point with the class and explain
that using a timeline will help them list key events in
chronological order without restricting them when
they actually write the biography.
Call on a student to read the last point aloud and have
students fnd examples in the Reading text as well as
the model text in the unit. If you wish, you can refer
them back to the previous unit to the writing text/
model about the grandparents.
Call on volunteers to report their thoughts and
examples in class.
Encourage students to word process their essays in
order to facilitate drafting and editing and save time.
Organize students into pairs/groups. Ask them to
write their frst draft and exchange drafts in order to
comment and make suggestions. Direct them to the
model text but allow them to change the beginning
of their biography if they want.
Have students read the comments and suggestions,
edit and re-draft.
You may wish to have one or two more editing stages
here before asking students to write their fnal draft.
Have students exchange and read as many essays as
possible. Post the essays/brief biographies on the wall
or the blackboard for everyone to read.
Homework

and sentence level.
Additional Activity
Ask students to categorize and group their essays according to
feld of study/specialty. For example, group all scientists together,
group all medical achievers together etc , fnd photos and
anecdotes and compile a section for their class portfolio.
Mohamed Aboutrika
Mohamed Aboutrika has one of the most successful careers of any football player in the
world today. But nothing about his early life could have predicted his success. Mohamed
Aboutrika was born in Giza, Egypt, to a family of Syrian heritage. As a child, he would play
football any time he had the chance. He used to dream of growing up and joining his favorite
team Al-Ahly, Egypt
B. 1. Choose a famous and/or wealthy person.
2. Research information about this persons life, including events/steps that took the person from
obscurity to fame or poverty to wealth.
3. Note the steps in a chart.
4. Write an essay about this person.
Writing Corner
When you write a brief biography:
distinguish events from surrounding information
select key events that provide a complete picture of how someones life developed from the
time they were born
select key events according to your readership/audience, e.g. if the events are going to be
presented as part of a rsum for a job, the key events you might want to highlight will be
diferent from the ones you might want to use if you are presenting a member of your family
to a group of friends and you would like to amuse them
list the events in chronological order, then switch them around if you wish, e.g. Having
completed his studies, he proceeded to apply for any position that was advertised in his area of
specialty.
remember that you can paint the picture of someone, especially an achiever, by presenting
his actions as well as his qualities; in fact, a long list of qualities is not as credible as a shorter
one combined with key events that demonstrate the qualities
23
Name of Person:
Step 1
Step 2
Step 3
2 Rags to Riches
24
11 Project
1. Think about a person you admire who could be a role model for you and your friends.
2. Research and collect information about his/her life and achievements. Make notes along
the timeline below.
3. Draw the timeline on a large poster. Use your notes to write brief summaries at each point.
4. Include pictures or drawings to illustrate the persons achievements.
5. Present your poster in class. Allow time for questions afterward.
Born
Grew up in
School
First discovered
what he/she was
very good at
How he/she used
his/her talent/discovery
How he/she became
successful
Who helped
him/her
Date
Where/when
Where/when Where/when
How/when
How/when
How/when
Teachers Guide
2 Rags to Riches
24
11 Project
Read directions for task 1 and have students think
about a person they admire that operates as a role
model for them and /or their friends. Give them time
to think and make notes.
Call on individual students to report the person/
people they admire and say why they admire them.
Organize students into groups. Read 2 with the class
and have students research, collect information and
make notes. Allow them to add details if they wish.
Circulate and monitor to make sure that they are
focusing on relevant data and making notes.
Ask students to read directions for task 3 and explain
what they are required to do. Point to the timeline in
their books and ask them to copy it on a large sheet
of paper or cardboard that they are going to use for
their poster. Remind them to assign tasks to diferent
members of the group in order to make the best
use of time and resources. Point out that it would
be better if they decided on some of the points as a
group. For example, planning what they are going to
present and in what order.
If there are students in the group who would prefer
to present a poster about a diferent person, organize
them in smaller groups.
If students have access to a library and/or the
internet, you could aim to complete this and do the
presentation on the same day. If not, they will have to
organize themselves carefully to share tasks and do
their research and data collection individidually, then
coordinate and present as a group.
Remind students to focus on their audience and
select points to present accordingly.
Give groups time to organize themselves and
share the tasks that need to be completed among
members of the group. Let students work on their
posters/presentations.
Circulate and monitor and/or help when necessary.
If there is access to the internet in the classroom or
in the library, encourage students to use it in order
to access information, download pictures and design
their slides.
When the tasks have been completed, ask groups
to coordinate all their work and work on the actual
presentation both in terms of staging and materials.
Circulate and make sure that students are following
guidelines, focusing on content, using visuals as well
as doing a trial run.
Have groups present for the class on the same
or a diferent day. Encourage them to involve as
many members of their group as possible in the
presentations.
Teaching Tip
Remind students to bear their audience in mind and select
information accordingly. Remind them to create captions for
pictures and to avoid including too much.
Additional Activity
Have students use a brief biography that they or someone else
has written. Tell them that they are allowed to intersperse, delete
or substitute words or information. They then read their modifed
text as naturally as possible for the rest of the students to spot the
defectand stop them. If listeners spot 4 defectsthe presenters
stop. Tell them that they might have done a similar activity in the
last semester.
Teachers Guide
2 Rags to Riches
25
12 Self Reection
Brainstorm Rags to Riches. Write the title on the board
and elicit as many ideas and words as possible from
the class. List the words on the board.
Have students scan pages 14 and 15. Ask them to
think about things they liked and things they disliked
about this part of the unit. Use questions to help
them remember. For example:
What do you know about Sheikh Sulaiman Al-
Rajhi? What is he known for?
What was Amancio Ortegas special ability that
contributed to his success?
What do you know about Li Ka-Shings family
background?
How did Steven Paul Jobs fnd himself back in
Apple?
Before directing students to pages 16, 17, ask them
some questions. For example:
Complete the sentences with used to or be used to.
He _________ travel a lot when he was young.
Now, he __________ spending most of his time at
home, reading.
She got really sick on the boat, she _____________
sailing. She used to drive everywhere.
Answers:
used to / is used to
wasnt used to
Have volunteers answer the questions. Elicit more
questions and answers from pairs of students after
you give them a couple of minutes to think.
Discuss the grammar of the unit with the class. Call on
volunteers to say if they found it easy or dif cult and
give reasons.
items.
Direct students to pages 18, 19. Call on volunteers to
say what they remember from the Conversation. Elicit
expressions from volunteers.
Have students refect on ways to spend and ways to
save money. Have students make notes in the chart.
Write Richard Branson on the board and brainstorm
on language and information that students
remember. Call on volunteers to list as much as
possible on the board.
How did Branson start his Virgin empire?
When does Virgin Galactic plan to make fights in
space available to the public?
Why was Branson tagged as a transformational
leader?
Have students refect on the Speaking activity. Which
are the strengths/qualities that make one a good
businessman? Can you name students who could be
good businessment? What qualifes them?
before about likes, dislikes and things they found easy
or dif cult.
Before directing students to 10 Writing ask them to
say what they remember about e-commerce and/or
Jefrey Bezos. Give them some time to work in pairs
and then call on volunteers to answer.
Have students scan pages 22 and 23 and make notes
as before.
discussion about what they found more or less useful
and more or less interesting. Elicit ideas from the
students and explain some of the benefts of this
kind of work. List some aspect of project work on the
board. For example:
Personalization
Creativity
Focus on meaning
Allow time for students to make notes on the project
section individually. Then have them check with a
partner.
their fve favorite words. Ask them to move around
the classroom and compare their notes with as many
of their classmates as possible.
Discuss areas that student feel they need more work
on and make suggestions. Check to make sure that
they have chosen the appropriate suggestion from
the last column in order to deal with dif culties.
Homework

Assign More! Unit 2 for additional grammar and
vocabulary practice.
25
12 Self Reection
Unit 2 Checklist
I can do this
very well.
I can do this
quite well.
I need to study/
practice more.
talk about fame and fortune

discuss options
use used to versus be used to
use would for repeated action in the past versus used to
use was/were going to (future in the past)
from Unit 2:
3 What Will They Think of Next?
26
1. What things that we take for granted today did people
not have 100 years ago?
2. Name a discovery or development that you think
people will have (or use) 100 years from now.
In 1900, a popular American
magazine, called Ladies Home Journal,
published an article called What May
Happen in the Next Hundred Years,
making predictions about what life
would be like in the year 2001. Read
and discuss the predictions.
People
People will be taller by
one to two inches. This
increase in height will be
a result of better health,
due to improvements
in medicine, sanitation,
and diet. The average
life expectancy will have
risen from the current
age of 35 to the age
of 50.
Transportation
Cars will be cheaper
than horses are today.
Automobiles will have been
substituted for every horse
vehicle now known. A one-
pound motor in one of these
vehicles will do the work of a
pair of horses or more.
There will be air-ships, but
they will not successfully
compete with cars and ships
for passenger or freight
traf c. They will be used
mainly by the military.
Language
There will be no C, X, or
Q in the English alphabet
as these letters will have
been determined to be
unnecessary. Spelling
by sound will have been
adopted. English will
have become a language
of condensed words.
English will also be more
extensively spoken than
any other language.
Russian will rank second.
Traffc
There will be no traf c
on the streets of large
cities. All traf c, including
subways, cars, and buses
will be either below
ground or high above
ground. Moving-sidewalk
stairways will connect
them to the street level.
The vehicles on the
busy underground and
overhead streets will
have cushioned wheels.
Therefore, there will be
almost no noise in cities.
07 Unit3 MG SA SB5 indd 26 7/26/11 8:15 PM 8:15 08_Unit3_MG_SA_TG5.indd 2 8/8/11 3:45 PM
Teachers Guide
26
Warm Up
Write on the board the introductory questions on
page 26:
1. What things that we take for granted today did
people not have 100 years ago?
2. Name a discovery or development that you think
people will have (or use) 100 years from now.
Arrange students in small groups. Have them discuss
the questions with their books closed. Assign one
student in each group the role of reporter.
Call on the reporters to report back to the class about
their groups discussion.

Unit Goals
)) Play the audio for pages 26 and 27 with students

books still closed. Have students listen for general
understanding.
To check general comprehension, ask: What topics
were discussed? (people, language, transportation,
traf c, media, deliveries, communication) Elicit and
write on the board all of the topics that students
can remember.
Have students open their books and look at pages
26 and 27 to fnd any missing topics. Have them call
them out while you write them on the board.
)) Play the audio again while students listen and read

along.
Focus students attention on the pictures. Ask:
What predictions does the picture on page 26
illustrate? (the predictions about transportation
and traf c) Does this look like a modern city? Elicit
that some aspects of the predictions have come
true. For example: Automobiles have replaced all
horse vehicles. Subways and tunnels allow people
to move underground. There are elevated trains and
roadways that allow people to travel overhead as well.
Escalators and moving sidewalks are used to transport
people. Ask: What predictions about transportation
and traf c have not come true? (Vehicles do not
have cushioned wheels, although modern tires
are probably quieter than tires in 1900. Cities are
still noisy.)
Ask: What predictions does the picture on page 27
illustrate? (the predictions about media, deliveries,
and communication) Which predictions have come
true? (It is easy for a person in New York to speak to
someone in China wirelessly.) Which predictions
shown in the picture have not come true? (Tubes are
not able to deliver goods to homes from stores.)
Elicit any other observations about the pictures from
students. Ask: Do these pictures look more like life in
1900 or life today? Why?

Listening
Listen for specifc
information in a talk
about the future of
newspapers

Pronunciation
Consonant clusters

Reading
An Out-Of-This-World
Vacation

Writing
a future change or
discovery and its impact
on you and on society

VocabuIary
Inventions
Lifestyle changes
Technology
Tourism

Functions
Discuss technology
invented over the last
100 years
Discuss technology
of the future
Make predictions
about life in the
year 2100
Persuade

Grammar
Future Perfect
Future Perfect Progressive
The Future with Dependent
Time Clauses
Teachers Guide
27
Quick Check
A
Have a student read aloud the directions and the list of
vocabulary words in the left column.
Give students time to fnd and underline all of the
vocabulary words in the article.
Tell them to use the context of the words in the
article to help them guess the meaning. Then have
them work individually to match each word with
its defnition.
Check answers as a class by calling on students to read
aloud the matched up words and defnitions.
Answers
1. e 3. f 5. d
2. b 4. c 6. a
B
Call on volunteers to read aloud the questions.
Have students work individually to fnd and write
down the answers, referring back to the article
as necessary.
Have students compare their answers with a partner.
Then check answers as a class. Call on multiple
students to answer questions 4 and 5 since answers to
those questions will vary.
Answers
1 The average life expectancy in 1900 was 35 years.
2. He thought there would be no C, X, or Q; spelling would be by
sound; the language would be condensed; and English would
be the most widely spoken language. The prediction about
English being the most widely spoken language came true.
3. He was probably thinking about airplanes.
4. Automobiles have replaced all horse-drawn vehicles.
5. There will never be tubes connecting houses to a store. This
is impossible.
2 Pair Work
Read the directions with the class. If the categories
from the article are not still on the board, rewrite
them as column heads. (People, Language,
Transportation, Traf c, Media, Deliveries,
Communication)
Teaching Tip
Its a good idea to let students check their answers together
before eliciting them in front of the class. (1) It gives them the
chance to correct errors on their own. (2) It builds confdence
to fnd out that questions they had trouble with also gave their
classmates trouble. (3) It allows students the opportunity to
teach and learn from each other.
Additional Activity
Additional predictions that were contained in the 1900 Ladies
Home Journal article had to do with food. Read and discuss the
following predictions with the class. Ask: Which have come
true? Which have not come true?
Strawberries and raspberries as large as apples will be eaten by
our great-great-grandchildren.
Liquid-air refrigerators will keep great quantities of food fresh
for long intervals.
Scientists will have discovered how to modify summer fruits so
that they can be stored and stay fresh throughout the winter.
Once they fgure this out, people are going to keep fruits like
cantaloupes for three or four months at a time.
Have students work in pairs to write one prediction for
each category.
Have students go to the board and write their
predictions in a list under each category.
Read and discuss the predictions as a class. Do
students agree on what the year 2100 will be like?
Workbook
In the early 1900s, when people frst began driving cars,
there were not many paved roads. The roads were very rough
and drivers faced fat tires, fres, and explosions! Drivers had
to bring tools, spare parts, and food in case of a breakdown.
facts
27
2 Pair Work
Work with a partner to make predictions about the year 2100. Create one prediction for each
of the categories in the article. Discuss your predictions with the class.
Quick Check
A. Vocabulary. Match each word to its defnition.

1. _____ circuits a. extend across
2. _____ condensed b. shortened
3. _____ determined c. covering a wide range or area
4. _____ extensively d. position in an ordered group
5. _____ rank e. paths for electrical currents
6. _____ span f. decided
1. What was the average life expectancy in 1900?
2. What predictions did the author make about the English language?
Have they come true?
3. What do you think the author was referring to when he used the term air-ships?
4. Choose a prediction and give an example of how it has come true.
5. Which prediction do you think is the least likely to ever come true? Why?
Media
Photographs will be telegraphed from
any distance. If there is an important
event happening halfway around the
world, photographs of the event will be
published in newspapers an hour later.
Deliveries
When people make purchases from
stores, their purchases will be delivered
by tubes, connected from the store to
houses. These tubes will also collect,
deliver, and transport mail over distances,
perhaps for hundreds of miles.
Communication
Wireless telephone circuits will span the
world. A person in New York will easily be
able to call someone in China.
07 Unit3 MG SA SB5 indd 27 7/26/11 8:15 PM 07 08_Unit3_MG_SA_TG5.indd 28 8/8/11 3:45 PM
28
Future Perfect
The future perfect is used to express the idea that an action will be completed in the future, before another
event or before another specifc time in the future. The future perfect is formed with will have + past participle.
By the time my children are grown, scientists will have found a solution to global warming.
The car company will have introduced their new models by November.
The future perfect progressive is used to focus on the duration of an action that will be happening in the future
before another time or event happens in the future. The future perfect progressive is formed with
will have + been + present participle.
By the year 2013, people will have been fying for 110 years.
Note: Sometimes either the future perfect or the future perfect progressive can be used to express the same idea.
By 2015, I will have been living in Sao Paulo for 15 years.
By 2015, I will have lived in Sao Paulo for 15 years.
The Future with Dependent Time Clauses
We can talk about a future event using a time clause with when, before, after, while, until, and since. A present
tense verb form (not a future form) is used in the time clause, and will or be going to are used in the main clause.
My father will keep using his old-fashioned corded phone until it breaks.
When he fnishes working on his invention, hes going to let me try it out.
A. Use the future perfect to combine the future events into one sentence, using by or by the time.
1st Event: The end of June will come. 2nd Event: I will take all my fnal exams.
By the end of June, I will have taken all my nal exams.
1. 1st Event: We will arrive at the picnic.
2nd Event: It will start to rain.
2. 1st Event: I will fall asleep.
2nd Event: This DVD flm will be over.
3. 1st Event: 2013 will come.
2nd Event: The summer Olympics will take place in London.
4. 1st Event: My father will work at his company for 20 years.
2nd Event: He will retire.
5. 1st Event: February will come.
2nd Event: He will decide which college to attend.
6. 1st Event: The food will get cold.
2nd Event: You will come to the table.
7. 1st Event: He will learn to drive.
2nd Event: He will graduate.
3 Grammar
Teachers Guide
28
3 Grammar
Future Perfect
Read the explanation with the class.
Draw a timeline on the board to illustrate the concept
of the future perfect. It may look something like
the following:
Now 1
st
event 2
nd
event
in future in future
Plot the example sentences in the book on the
timeline. Write on the board: By the time my children
are grown, scientists will have found a solution to
global warming. Ask: Which event happened frst in
this sentence? (Scientists will have found a solution to
global warming.) Point to the frst star on the timeline.
Ask: Which event happened second in the future?
(My children will be grown.) Point to the second star
on the timeline. Follow the same procedure with
the second example sentence in the book: The car
company will have introduced their new models by
November. (1
st
event = The car company will have
introduced their new models; 2
nd
event = November)
Direct students to exercise A on this page to practice
the future perfect.
Draw a timeline on the board to illustrate the concept
of the future perfect progressive. For example:
1
st
event Now 2
nd
event
By the year 2013, people will have been fying for
110 years.
Point out that in this sentence, the 1
st
event (fying)
began in the past and continues into the future up
until the second event (the year 2013).
Direct students to exercise B on page 29 to
practice the future perfect and future perfect
progressive together.
The Future with Dependent Time Clauses
Have students read aloud the example sentences.
Emphasize that when using a time clause, the verb in
the time clause is in the present tense. Only the main
verb in the sentence uses will or be going to.
Direct students to exercise C on page 29 to practice
using the future with dependent time clauses.
A
example. Tell students they must frst read the events
and decide which logically comes frst. Then they
use by or by the time to correctly join the events into
a sentence.
Have students work individually to write their
sentences. Then have them compare answers with
a partner.
Check answers as a class by calling on students to
write their sentences on the board.
Answers
1. By the time we arrive at the picnic, it will have started to rain.
2. I will have fallen asleep by the time this DVD flm is over.
3. By 2013, the summer Olympics will have taken place in London.
4. By the time my father retires, he will have worked at his
company for 20 years.
5. He will have decided which college to attend by February.
6. By the time you come to the table, the food will have gotten cold.
7. He will have learned to drive by the time he graduates.
Teachers Guide
29
B
example. Point out that they will have to do simple
math for each sentence to calculate the length of time
the future event has been in progress.
sentences, and then compare answers with a partner.
To check answers as a class, call on students to read
their completed sentences aloud.
Answers
1. By 2015, they will have been married for 25 years.
2. By next week, he will have been a vegetarian for four weeks.
3. By November, he will have been working there for 10 months.
4. By 8:00, you will have been studying for four hours.
5. If I lose another 2 kilograms, I will have lost 7 kilograms.
6. By 2013, I will have lived in Singapore for 15 years.
7. If she gets here in 10 minutes, we will have waited for 30 minutes.
8. In another half hour, it will have been playing for three hours.
C
Have a student read aloud the directions and
the example.
Do the frst sentence together as an additional example.
Write the sentence on the board. Elicit from students
which part of the sentence is the time clause. (when
they ___ the order) Ask: How do you know? (the word
when begins the clause) Ask: What tense is the verb in
a time clause? (present tense) What tense is the main
verb in this sentence? (the future) Elicit the correct
complete sentence. (The company will manufacture the
parts when they receive the order.)
To check answers as a class, call on students to read their
completed sentences aloud.
Answers
1. The company will manufacture the parts when they receive
the order.
2. After I make a million dollars, I am going to buy my parents
a house.
3. I am going to travel the world before I get married and settle down.
4. He will run to the store before it starts raining.
5. When you drive down the road, you are going to see a large,
red building.
6. Are you going to argue with me until I change my mind?
D
Read the directions with the class.
Arrange students in pairs. Have partners work together
to describe the pictures. One student describes the
picture of todays family and the other describes the
family of 2050.
Have students work individually to copy down the frst
sentence of the paragraph and then complete it with
their own ideas. Give students a minimum number of
sentences to write, such as fve.
Call on a few volunteers to read their paragraphs for
the class.
Workbook
the unit.
Teaching Tip
When students say or write an answer on the board, give them
time to realize theyve made a mistake and try to correct it
themselves. If they cant, check to see if a classmate can help
before you do.
Additional Activity
Do a quick chain grammar practice. Say a time in the future
and have a student say what they will have done by that time.
For example, say: 2015. Student A says: By 2015, I will have
graduated from college. Then Student A says another time (for
example: 2025) and calls on Student B to give a sentence (By
2025, I will have gotten married.). Continue until all students have
given a sentence.
The San Antonio Light published an article in 1939
predicting that in the future, cars would run of of
solar energy and would be able to be folded up into
portable packages.
The Kids Whole Future Catalog of 1982 predicted that school
would no longer take place in a four-walled classroom, but
in a soaring airship on a journey around the world.
facts
29
B. Use the future perfect or the future perfect progressive to complete each sentence.
In some cases, both forms are possible.
Sheri started studying biology in 2008.
By 2012, she will have been studying biology for four years.
1. My parents got married in 1990. By 2015, _____________________________________________.
2. My brother became a vegetarian three weeks ago. By next week, __________________________.
3. Jasim started his new job in February. By November, ____________________________________.
4. You started studying at 4:00. By 8:00, _________________________________________________.
5. Ive already lost fve kilograms on my diet. If I lose another two, ____________________________.
6. I moved to Singapore in 1998. By 2013, _______________________________________________.
7. We started waiting 20 minutes ago. If she gets here in 10 minutes, __________________________.
8. This TV show started two-and-a-half hours ago! In another half hour, _______________________.
C. Put the verbs in parentheses in either the future tense (will or be going to) or the present tense.
I ll call
(call) you as soon as I get
(get) home.
1. The company _____________ (manufacture) the parts when they _____________ (receive) the order.
2. After I _____________ (make) a million dollars, I _____________ (buy) my parents a house.
3. I _____________ (travel) the world before I _____________ (get) married and settle down.
4. He _____________ (run) to the store before it _____________ (start) raining.
5. When you _____________ (drive) down the road, you _____________ (see) a large, red building.
6. _____________ you _____________ (argue) with me until I _____________ (change) my mind?
D. Look at the pictures. Then complete the paragraph about how life will be diferent in the year 2050.
Use the future perfect, future perfect progressive, and the future with dependent time clauses.
While some things will have stayed the same for the average family in 2050,
some things will have changed dramatically. . .
Todays family The family of 2050
30
4 Conversation
Edward: Grandma, youve been lugging that book around all
weekend.
Grandma: If I want to read it, what choice do I have?
Edward: You can ditch the book and get an electronic book reader.
Grandma: A what?
Edward: An electronic book reader. Theyre these great little
devices that let you read books electronically. So, you read
on screen instead of on paper.
Grandma: But I like reading on paper.
Edward: Trust me, Grandma. In a few years, no one is going to be
reading books printed on paper anymore. Paper books
will have disappeared.
Grandma: I dont like all this new technology. Im happy with things the
way they are.
Edward: You really should check out e-book readers. One of the
advantages is that you can buy, download, and start
reading a book in minutes. Another great thing about it is
that you can carry hundreds of books with you without it
being heavy.
Grandma: Why would I want to carry hundreds of books around with me?
Edward: Grandma, Im sure if you just gave it a try, youd fnd that you actually prefer it. Why
not go with the fow?
Grandma: I think this is all just a lot of hoopla.
Ive been reading my books on paper
for 68 years, and Im not about to change
that now.
Real Talk
lugging = carrying, especially something heavy or awkward
ditch = leave, get rid of
check out = look at something in order to evaluate it
go with the fow = accept things
hoopla = excitement created by a large amount of publicity
Your Turn
Role-play with a partner. Tell your partner about
something you use or do, such as a kind of technology
or a sport. Try to persuade your partner to try it. Use
phrases for persuading.
1. What does Edward want Grandma to try?
2. What arguments does he make?
3. Is Edward successful in persuading Grandma?
Why or why not?
Persuading
(Im sure) if you just give it a try, youll fnd that
Look at it this way
One of the advantages is
One reason you should consider
Trust me on this
Whats great about this is
Teachers Guide
30
4 Conversation
Have students cover the conversation and focus
their attention on the pictures. Ask: What do you
think the old lady is doing? (She is reading a book.)
What device do you see? (an electronic book reader
or e-reader) Ask students: Do any of you use an
e-reader? What do you like about it? What dont you
like about it? How many books can it hold?
)) Play the audio. Have students just listen with the

conversation still covered.

along.
Real Talk
Explain that all of these are informal words and
expressions that are used in casual conversation. They
would not be used in formal writing.
Ask questions about the phrases to help students
understand their meaning in the context of the
conversation. For example, ask:
What is Grandma lugging around? (her book)
What does Edward want Grandma to ditch?
(her book)
What does Edward suggest Grandma check out?
(e-book readers)
If Grandma goes with the fow, what will she do?
(read from e-book readers rather than books)
Why does Grandma think using e-book readers is
hoopla? (She thinks they are just the latest fad.)
Encourage students to use these words and phrases
in real conversation. Arrange students in pairs to
discuss the following questions. Sample answers
are included in parentheses in case students need
additional examples to help them understand.
What is something that you dislike lugging around?
(I dont like lugging around all of my books during the
day. They are so heavy.)
What is something you would like to ditch? (Id like
to ditch my old laptop and get a new lighter one.)
When you go to the mall, what do you like to check
out? (I always go to the video game store to check
out whats new.)
Sometimes is it easier to go with the fow? Explain.
(I didnt want to go to watch a flm last weekend but
everyone else did so I just went with the fow.)
Name a recent product that there has been a lot
of hoopla about. (There was a lot of hoopla about
the new video game, but it turned out to be not
very good.)
Have students practice the conversation with their
partners, switching roles.
Have students work with a partner to ask and answer
the questions.
Check answers by calling on students to read the
questions aloud and answer them.
Answers
1. He wants her to try reading on an electronic book reader.
2. E-book readers can hold hundreds of books. You can buy,
download, and start reading a book in minutes.
3. Edward does not persuade Grandma. She doesnt want
to change.
Your Turn
Call on a volunteer to read the directions aloud.
Direct students attention to the box with the
expressions for Persuading.
Have students fnd examples of the phrases for
persuading in the conversation. (Trust me, One of
the advantages is, Another great thing is, Im sure
if you just gave it a try)
Brainstorm a few ideas with the class for things you
might persuade your partner to try; for example: a
new website to download flms from or a new brand
of skateboards.
Arrange students in pairs to role-play conversations,
using phrases for persuading. Then have them
switch roles so that both students have the chance
to persuade. As students are working, go around the
room and help as necessary. Make sure that students
do not write their conversations, as the focus here is
speaking practice.
Have one or two pairs act out their conversations for
the class.
Teachers Guide
31
5 Listening
Read aloud the directions. Have students study the
chart to see what information they will listen for.
)) Play the audio. Tell students to listen but not to write

their answers at this time.
)) Play the audio once for students to write the

advantages of each news format. Play it again for
them to write the disadvantages.
Have students check their answers in pairs and discuss
question 2.
Answers
1.
Advantages Disadvantages
Print large, lightweight,
portable
not up-to-the-minute
news; not free
Online free; up-to-the-minute
news, interactivity,
video capability
computer screen
graphics
Electronic look more like paper than
a computer screen; large,
lightweight, portable;
savings for newspapers
)) Audioscript
Since the early 17
th
century, newspapers have had the same
general format. The news has been printed in ink on paper.
Then the newspapers have been circulated to a particular area.
However, the Internet brought great change to the newspaper
industry. To stay competitive, it became important to have an
online presence. Today most major newspapers around the
world have an online version of their print paper.
Online newspapers present some important advantages. For
example, they can present up-to-the-minute news, instead
of having to wait to print the next edition of the paper. An
advantage to the reader is that most online news sources are free.
However, it seems almost certain that there are further changes
ahead for the way newspapers are presented and sold. Most
people in the newspaper industry feel that the next step will
be electronic newspapers. Electronic newspapers would use
technology related to todays electronic book readers. Like these
readers, e-newspapers would use e-ink. Like a computer screen,
e-ink has the ability to instantly refresh and change images.
However, e-ink uses paper instead of a computer screen, so e-ink
images look more like the images in actual books and newspapers.
The electronic newspaper will have the look and feel of a
print newspaper in other ways as well. It will be as large as the
typical print newspaper, with a lightweight, portable screen
that is fexible enough to be rolled or folded like a newspaper.
The e-newspaper will combine these advantages of print
newspapers with the advantages of online media, such as
constant and instant updates, interactivity, and video capability.
Replacing print newspapers with e-newspapers will mean that
newspaper companies would no longer have the enormous
costs of printing, manufacturing, and delivering newspapers.
This will mean tremendous savings. One newspaper publisher
predicts, By 2030 we will have shifted to an electronic
format, and we will have stopped printing paper newspapers
completely. When that day comes, newspapers are going to go
back to being the most important source of news for the public.
6 Pronunciation
)) Play the audio of the explanation as students read

)) Play the audio of the sentences for students to listen

and repeat, or speak along with the recording.
A
with their meanings.
Answers
1. c 2. e 3. g 4. f 5. b 6. a 7. h 8. d
B
Workbook
Teaching Tip
Students should frst understand the main ideas of a listening
before they listen for details. Let them listen to a passage once for
general understanding before asking them to listen to complete
an activity.
Additional Activity
Draw a 6-column chart on the board with the headings br, pl, st,
str, spr, and gr. Have students work in pairs to list as many words
as they can that contain these consonant clusters in each column.
Then have them practice saying the words.
31
6 Pronunciation
Consonant clusters may contain two or three consonants, for example: broken, plan, understand, street,
spray, hungry. Be careful not to separate the consonants in a cluster with a vowel sound or add a vowel
sound before the cluster. Listen and practice.
1. The Internet brought great change to the newspaper industry.
2. To stay competitive, it soon became important to have an online presence.
3. Newspapers could present up-to-the-minute news, instead of having to wait to print it.
4. The electronic newspaper reader will have the look and feel of a print newspaper.
5. It will have a portable screen that is fexible.
6. One newspaper publisher predicts, By 2030, we will have stopped printing paper newspapers completely.
1. ______ chain a. extremely dif cult
2. ______ commonplace b. a path in space followed by a planet, moon, or spacecraft
3. ______ estimated c. a group of businesses owned by the same company
4. ______ lucrative d. expensive
5. ______ orbit e. frequent or usual
6. ______ rigorous f. producing a lot of money
7. ______ simulate g. given an approximate cost
8. ______ steep h. imitate
5 Listening
Listen to the information about the future of newspapers.
Then complete the chart with the advantages and
disadvantages of each news format.
1.
2. What do you think some disadvantages of the electronic newspaper might be?
Newspapers Advantages Disadvantages
Print
Online
Electronic
32
Things that once seemed impossible often
become commonplace with the passing of time.
There are people predicting that this will happen
with space tourism in the next decade or two.
Some are even investing in and developing space
tourism technology, believing that space tourism
will be the next big thing. They imagine a future
in which space travel will have become a reality
for millions of ordinary people.
At the moment, space tourism is only a possibility
for the incredibly wealthy. In 2001, American
multi-millionaire Dennis Tito paid $20 million to
become the frst space tourist. After eight months
of rigorous training, Tito traveled aboard a Russian
capsule that was launched by an American
company called Space Adventures. He then spent
seven days aboard the International Space Station. Since then, a number of other millionaire space tourists of diferent
nationalities have gone into space.
Although up to now only very wealthy people have had the opportunity to be space tourists, many see this as the
beginning of what will eventually become a lucrative new industry. There are several companies that have already invested
millions of dollars in developing new, reusable launch vehicles. Their goal is to lower launch costs enough to make it
possible for the average person to buy a ticket to space. The Japanese Rocket Society, for example, has set a target price of
one million yen (about $10,000).
Virgin Galactic, a British company owned by Richard Branson's Virgin Group, has been working on plans for sending people
into space for years. The company is about to begin testing of their eight-seat spacecraft, and expects that they will have
worked out any problems by 2020. When the spacecraft is shown to be safe, Virgin Galactic will begin their fights. Although
tickets are a steep 100,000 ($160,000), amazingly, the frst year of fights has already been booked. One of these future
passengers is Lisa Ramirez, a mother of three. When asked why she was prepared to spend so much money on a Galactic
fight, Ramirez explained, Im 58 years old, and by the time this happens, I will have been dreaming of going to space for at
least 45 years!
There are even companies working on plans to build hotels for space tourists. The Shimizu Corporation, a giant Japanese
construction company, has detailed plans for a hotel they expect to complete by 2020. They believe that by then they will
have created a 63-room hotel which will orbit 279 miles (450 kilometers) above the surface of Earth. The hotel will slowly
spin in order to produce enough force to simulate Earth's gravity. It is estimated that such a space hotel
would cost 6 to 12 billion dollars, and would take about six years to build.
Since water was discovered on the moon in 1998, the multi-national hotel chain, Hilton Hotels,
has been working on plans for a hotel on the moon. The plans call for a 5000-room complex
with a beach, a working farm, a medical center, and even a school. Two huge solar panels
will generate the power. Hilton is working on this project with experts at NASA.
8 Reading
Before Reading
If you could go into space, would you? Why or why not?
A 00-0F-I8-w08L0 A0AI0
Teachers Guide
32
8 Reading
With students books closed, ask: What is space
tourism? (when ordinary people visit space for
vacation) Do you think space tourism will become
common in your lifetime? Elicit students opinions.
Arrange students in pairs to discuss the Before
Reading question: If you could go into space, would
you? Why or why not? After a few minutes, elicit
answers from a few pairs.
Have them look at the title and pictures. Say: The title
of this article is An Out-of-This-World Vacation. Ask:
What does out-of-this-world mean? Elicit that this
phrase has two meanings in this context: (1) It means
literally outside of our world, in outer space; and (2) it
means extraordinarily exciting and great. Elicit or give
a few examples of the phrase out of this world with
the second meaning. For example: Ahmed is an out-
of-this-world football player. He is sure to play on
a professional team. or I had an out-of-this-world
meal at the new Thai restaurant. It was the best
food Ive ever tasted.
READING STRATEGY Predicting
Ask students: What do you think this article will
be about? (space tourism) Ask: What do you think
you will learn from this article? Give students time
to each write down three things they think they
will learn. If students are unsure what to write, as an
example, write on the board: I think I will learn who
has taken a vacation in space.
Elicit answers from students and write them on
the board.
)) Play the audio. Have students listen for the

predictions on the board.
Check to see which predictions students got right.
Explain to students that taking the time to think about
and make predictions before they read will prepare
them for reading and increase their understanding.
)) Play the audio again. Have students open their

books and read along as they listen.
Ask a few general questions to check comprehension.
For example, ask:
Does space tourism exist now? (Yes, but only for a
few very wealthy people.)
Does the author think that space tourism will
become common in the future? (yes)
What will space tourists do for fun? (foat around in the
zero gravity, and observe the stars and surroundings)
Have them fnd and underline each of the words in
the article.
Call on students to use each vocabulary word in a
sentence to explain how it is used in the context of
the reading. Sample answers may include:
Hilton Hotels is a hotel chain that is working on plans
to build a hotel on the moon.
The writer thinks that space tourism will become
commonplace at some point in the future.
People have estimated the cost of building a hotel in
Earths orbit to be very expensive.
Space tourism may be a lucrative industry if the costs
can be lowered enough for average people to aford.
A Japanese company plans to build a hotel that will
orbit Earth.
The frst space tourist had to undergo rigorous training
in order to travel to the International Space Station.
In order for a hotel to orbit Earth, it will have to spin to
simulate Earths gravity and not foat away.
Currently, the price of traveling into space is very
steep. It is too expensive for average people.
Language Builder
The informal word steep means very expensive. There are many more
synonyms and idiomatic expressions to express this meaning. Here are
a few:
a pretty penny, an arm and a leg, big-ticket, out of sight, pricey, rich,
ritzy, sky high, stif, and swank.
Teachers Guide
33
After Reading
Read the directions aloud. Have students work
individually to write true or false for each statement,
looking back at the article as necessary to fnd the
answers. Have them rewrite each false statement to
be true.
Have students check their answers with a partner.
Then check answers as a class by calling on pairs for
their answers.
Answers
1. false (He paid 20 million dollars.)
2. false (The frst year of fights is already booked.)
3. true
4. false (The hotel will spin in order to reproduce Earths gravity.)
5. false (The moon hotel will be powered by solar power.)
6. true
9 Speaking
Arrange students in small groups to discuss
the questions.
To keep students on task, give them about fve
minutes to discuss each question.
Assign the roles of leader, writer, and reporter. The
leader makes sure that each student is contributing
ideas. The writer takes notes on the groups ideas. (The
writer should list the advantages and disadvantages
that the group comes up with).
When time is up, the reporter summarizes their
groups discussion for the class. Encourage the rest of
the class to respond to the reporters and ask questions
about ideas they are interested in.
Workbook
Some companies estimate that space tourism will begin
to take of as early as 2012, with a large number of
passengers taking a two-hour space fight. The cost will
be about $200,000.
facts
Teaching Tip
Circulate and monitor group discussions. Be ready to ofer ideas
to bring lagging conversations back to life, to prevent students
from monopolizing conversations, and to ofer encouragement
and help as necessary.
Additional Activity
Arrange students in small groups. Each student has a dictionary.
Choose a target word from the Reading. Say the word and read the
sentence aloud. For example, say: Space. At the moment, space
tourism is only a possibility for the incredibly wealthy. All
students race to fnd the word in the dictionary and then stand up.
When all members of the group are standing, groups discuss which
defnition of the word space fts the context of the sentence. The frst
team to agree on the correct answer wins.
Project: Tourism in the Future
Working in groups, have students think of another type of
tourism that may exist in the future, such as under-the sea
vacations. Have each group pretend to be a travel company that
is advertising their vacation. They create a presentation and
poster for the class. After the presentations, groups vote on which
vacation sounds like the most fun as well as which is the most
likely to happen.
After Reading
Answer true or false. Rewrite the false statements to make them true.
1. ____________ The frst tourist in space paid two million dollars.
2. ____________ Virgin Galactic is struggling to book its frst year of fights.
3. ____________ A Japanese construction company has plans to build a hotel in space.
4. ____________ The entire hotel will experience zero gravity.
5. ____________ The Hilton Hotel chain plans to power a moon hotel with wind power.
6. ____________ Hilton Hotels is working on the moon hotel with NASA.
You may wonder what space tourists will do while in space. To begin with, most will
probably want to spend some time simply enjoying the incredible sight of Earth
from space. After that, no doubt they will spend some time gazing at the amazingly
bright stars, and will take a space walk or two. When space tourists have had their fll
of observing, they are likely to spend hours amusing themselves foating and doing
acrobatics in the zero gravity of space. This zero gravity could provide endless recreational
opportunities, including swimming in a zero gravity swimming pool in which people
move through a foating mass of water.
With so much research, energy, and money being poured into space tourism, it is
clear that it is a matter of when, rather than if space tourism will become a reality.
33
9 Speaking
1. Work in groups/pairs. Think about space tourism in the future. Do you think it will happen?
Why? Why not?
2. What do you think some of the advantages and disadvantages will be?
3. Think about transportation, accommodation, cost, and advertising.
4 Make notes in the chart and use them to help you present your opinion and discuss in class.
Advantages of space tourism Disadvantages of space tourism My opinion
Space tourism
will / will not happen.
Reasons:
Cities will have expanded beyond
conceivable limits and space will be
restricted to a minimum.
Land will be used to grow fuel
crops rather than food and this will
increase food shortage. Industry
as we know it will have changed
to accommodate new recycling
systems that will optimize available
materials to an extreme and save
natural resources.
Conventional vehicles will have
become obsolete. New small
vehicles and tele-transportation will
have been introduced. Conventional
shopping will be restricted to a
few large, dome-shaped malls with
moving aisles and stairs. Most trade
will be carried out electronically.
E-commerce will be representing
the bulk of trade.
Most homes will have gone off the
grid and will be making optimal
use of renewable sources of energy.
Each home will have been furnished
with a hanging vegetable patch
to grow fresh food. Buildings will
have been fitted with special
tanks to collect rain water that will
then be processed and filtered to
make it safe for use. Gray water
from households will be collected,
processed, and used to water crops
and clean external areas.
Foundations for special biospheres
will have been laid. Some will be
placed around existing building
complexes that satisfy safety and
environmental requirements and
others located outside the perimeter
of towns or neighborhoods marked
for demolition. All inhabited areas
will have been fitted with a special
shield to protect them from harmful
radiation.
National heritage sites and densely
populated wildlife habitats will
also be protected with special
shields when required. English will
have developed into a different
international variety shared by all on
a global basis.
Special, zero gravity hospitals will
have been constructed and placed
to orbit above the earth. Regular
shuttle or tube transportation will
have been installed for patients,
visitors, and staff.
People will have developed a
common conscience as citizens of
the Earth and will be committed
to maintaining as much of its
remaining biodiversity as possible.
10 Writing
A. 1. How do you think the world will have changed by the year
2050? Think about cities, homes, crops, manufacturing,
vehicles, trade, homes and other buildings, protective
measures to protect from radiation, etc.
2. Do you think changes will be good or bad? Why? Why not?
3. Read the essay about the future and fnd out what will have
happened or will be happening and make notes about:
cities land
industry/manufacturing vehicles/transportation
shopping/commerce homes/buildings
hospitals biospheres/shields
Compare notes and discuss in groups or in class.
4. What do you think of the vision of the future presented in
the essay? Which points do you agree/disagree with? Why?
5. Read the text again and highlight future forms. Which form(s) are used more? Why?
6. Choose the sections that you disagree with. Maintain the structure and make changes to express your
ideas/vision. Exchange texts and compare.
34
By 2050, the world will have changed for the better in some ways and for the worse in others.
07 Unit3 MG SA SB5 indd 34 7/26/11 8:15 PM5 PM 08_Unit3_MG_SA_TG5.indd 41 8/8/11 3:46 PM
Teachers Guide
34
10 Writing
A
Direct students attention to the picture and the title.
Give them a few minutes to discuss what they see in
pairs. Ask them if they have seen images of the future
before.
Have students brainstorm on good and bad changes.
Elicit ideas in class.
Organize students in pairs or small groups. Read the
directions for 1 and 2 and ask students to brainstorm
and think of what things will be like in the future.
Allow them to discuss the answers with their partner
and make notes.
Call on students to report their answers for the class.
Hold a class discussion about how cities, homes,
manufacturing, vehicles, trade, buildings, protective
measures against radiation will change and whether
changes will be good or bad. Have students justify
their answers.
Read the directions for 3 with the class. Ask students
to read the article and work individually to fnd the
answers and compare the information in the essay
with their ides. Circulate and monitor.
Have students compare answers with their partners.
Call on volunteers to report answers for the class.
Play the audio and have students listen and follow. Tell
them to check their answers as they listen.
Answers:
Cities: will have expanded and space will be restricted to a
minimum
Industry/ manufacturing: new recycling systems to optimize
available materials and save natural resources
Shopping/ commerce: conventional shopping restricted to a few
large malls, trade will be carried out electronically
Hospitals: special, zero gravity hospitals will have been
constructed and place to orbit above the earth.
Land: will be used to grow fuel crops rather than food.
Vehicles/transportation: Conventional vehicles will have
become obsolete, new small vehicles and tele-transportation will
have been introduced.
Homes/buildings: Homes will have gone of the grid, buildings
will have been ftted with special tanks to collect rain water.
Biospheres/shields: Foundations for special biospheres will have
been laid around existing buildings or outside the perimeter of
doomed towns and neighborhoods.
All inhabited areas will have been ftted with a special shield to
protect them from harmful radiation.
Direct students to 4. Have them read the directions
and discuss their thoughts/views in pairs or small
groups. Remind them to check through the essay and
make notes. Discuss in class.
Read the directions for task 5 with the class. Have
students identify future forms in paragraph 1. For
example, will have expanded and will be restricted.
Paragraph 2: will be used, will increase, will have
changed
Paragraph 3: will have become, will have been
introduced, will be restricted, will be representing
Paragraph 4: will have gone, will be making, will
have been furnished, will have been ftted, will be
processed and fltered, will be collected/ processed/
used
Paragraph 5: will have been laid, will be placed/
located, will have been ftted
Paragraph 6: will be protected with special shields,
will have developed.
Have volunteers report answers/ideas for the class.
List the ideas on the board. Elicit reasons for the
answers.
Read directions for task 4 with the class. Have students
answer the questions individually.
Call on students to express their ideas. Encourage
them to provide reasons for their answers. Have a
class discussion.
Go through questions 5 and 6 with the class and ask
them to highlight all the future forms they encounter.
Then say which are used more.
Answers:
Future with will for predictions: for example, will increase, will
be restricted.
Future perfect: for example, will have expanded, will have
become, will have been introduced
Passive forms: for example, will have been furnished, will be
placed
Future with will for predictions and future perfect (will have
done)are used more as the text speculates about and predicts
how things will be in the future.
Call on a student to read aloud the directions for task
6. Have students choose up to two sections that they
disagree with and rewrite them maintaining the same
structure.
Exchange texts and compare.
Additional Activity
Ask students to read their predictions/ changed sections. The rest
of the class listen and suggest the opposite, i.e. the section in the
original text that was changed.
Teachers Guide
35
B
Read the directions for tasks 1, 2 and 3 with the class.
Organize students in pairs or small groups and have
them think about a large change or discovery that will
have taken place by 2030. Explain that it can be about
a number of diferent things, for example, replacing
face-to-face courses with exclusively online courses,
substituting means of transport with tele-movement
when it comes to sending objects to an address within
a given radius/ area. Tell students to consider all the
changes mentioned in the text and suggested by
them earlier in the lesson or in the previous lesson.
Give pairs/groups time to decide and make notes.
Elicit ideas from groups and call on volunteers to write
the main ideas on the board. Allow some overlap
between groups but encourage them to focus on
diferent aspects.
Give groups time to think about and discuss the
impact that changes will have on their own and others
lives. Tell them to make notes in the chart.
Direct students to the Writing Corner. Ask them to
think about essays that they like and the reasons they
like them. Have students think about the content of
essays and how they are organized. Explain that a
personal essay does not have to be objective. This is
the type of essay where they can express their own
ideas.
Read the guidelines in the Writing Corner with the
class. Pause and discuss each point.
Organize your thoughts and ideas: Tell students to
make notes and then decide on how they are going to
organize and present their ideas.
Be creative but focused: The more creative and
original one is in a personal essay the better, provided
that they dont forget the purpose and topic that they
are supposed to be focusing on!
You dont have to be objective: This is the reason
that writers can use I narration, include personal
anecdotes and thoughts as well as their own
interpretation of things. However, this often makes it
quite demanding on the author because the point
is to get those ideas across to the reader; not simply
express them for yourself.
Clarity: This is always one of the frst priorities in this
type of text. There is always the risk that when writing
about your own thoughts you will make all kinds of
assumptions that your reader does not necessarily
share. So you need to think about how to express your
ideas clearly to get your point across to your reader.
Planning can prevent repetition: Although, some
repetition might actually be necessary, going round
in circles and saying the same thing in diferent ways
is not. Careful planning and reading your essay as you
write will help restrict or avoid unnecessary repetition/
redundancy.
Have students think about the content and plan their
essays individually or work in groups.
Have students work in small groups to research and
draft their essays. Remind them to use the chart with
their notes. Give them time to write their essays. Tell
them to feel free to modify the group essay if they
want.
Have students exchange drafts and make comments
or suggestions. Encourage them to read more drafts if
there is enough time. Ask them to use the comments
and rewrite their essays. Call on volunteers to read
their essays in class.
Homework

and sentence level.
Education in 2030
By 2030, I think education as we know it will have changed dramatically. The
idea of going to a school every day to learn will be a thing of the past. When I have
children, I think they will be educated at home with a computer
Writing Corner
When you write a personal essay:
organize your thought/ideas to avoid confusion
be creative but focused on the topic
you dont have to be objective
address your audience
use I narration, as in I think or I feel
include personal anecdotes, thoughts, interpretations, or ideas
try to get your point across as clearly as possible
do not repeat yourself
35
B. 1. Choose one large change or discovery that you think will happen by the year 2030.
2. Think about the impact this change will have on both your personal life and on society.
Write your ideas in the organizer.
3. Write an essay about your ideas.
The change that will have taken place by 2030:
The impact on my life:
The impact on society:
36
11 Project
Take a closer look at your neighborhood or an area in your town and think about changes that
have been taking place over the last year or two.
1. Look at the area and write things that you see, e.g. old and new buildings, sidewalks, street
lights, new and old stores, traf c, sanitation system, parks, etc.
2. Research and collect information about constructions or other projects. Talk to people
who live in the area. This type of information will give you ideas about the type of
development/changes that will probably take place.
3. Use the chart to make notes about the information and your ideas.
4. Think of how the area will have changed by 2030 or 2040.
5. Select and print out pictures or draw if possible.
6. Use your notes and pictures to prepare a PowerPoint presentation for your class.
The area as you see/know
it now
The area as you imagine
it in 2030 or 2040
Comment on change
(positive or negative)
Teachers Guide
36
11 Project
Direct students to the photos of Paris. Have the
students compare the two photos. Explain that the
black and white photo on the left was taken in the
18th century whereas the photo on the right is a view
of Paris as we see it now.
Have the students work in pairs to identify changes
that have taken place in the city.
Circulate and monitor to make sure all students are
contributing. Help when required.
Call on pairs to report their ideas and discuss the
changes in class. Ask the students questions like
these?
Do you think that the people who lived in Paris
300 years ago could foresee how their city was
going to change?
What do you think they expected?
Read the directions for tasks 1, 2 and 3.
Organize students in groups and have them
brainstorm on their neighborhood or an area in their
town that they are familiar with. Ask them to think
about the changes that have taken place over the last
couple of years. Suggest that they think about :
Buildings
Stores
Street lights
Traf c lights
Sidewalks
Traf c
Sanitation system
Encourage them to add their own ideas.
It might help if you ask them to fnd and bring in
photos in advance or download and print out some
photos yourself to distribute to groups.
Encourage them to think about diferent things if they
wish. Remind them to choose one or two people in
their group to make notes as they discuss their ideas.
Call on a student from each group to report in class.
Ask students to listen and make notes so you can
decide whether diferent areas have changed in
similar ways over the last few years.
Tell students that they will have to design a
PowerPoint presentation about future changes in the
area of their choice.
Call on a student to read the directions for tasks 4, 5
and 6. Encourage them to use their imagination and
visualize changes in the area.
Have students read directions 1 to 6 and tell them
to use the chart and make notes. Set a time limit for
groups to discuss and decide on speculations and
predictions that they would like to focus on
Circulate and monitor participation. Encourage
quieter students to participate. Help when necessary.
Allow time for research. This means that if students
dont have access to the internet or a library they
might not be able to collect the information and/or
photos they need. In this case it would be advisable
to ask them to share the tasks they need to complete,
do the research, collect information and visuals and
complete their presentation in the next lesson.
Call on each group to present their PowerPoint
presentation.
Have students choose the presentations they like
best to include in their class portfolio.
Additional Activity
Have students work in groups to plan and create a poster
showing a futuristic image of their town.
Teachers Guide
37
12 Self Reection
Write What Will They Think of Next? on the board and
elicit as many ideas and words as possible from the
class. List the words on the board.
How will the following things change in the
future?
People Language Transportation Traf c
Media Deliveries Communication
rephrase some sentences. Tell them to try and convey
the same meaning. For example:
Jake likes planning ahead and having everything
ready well in advance.
He is going to fy to Canada in ten days. So hes
made a plan:
Tomorrow: buy new suitcase and gifts
Day after tomorrow: Make a list of things to pack
and a shopping list
And so on until a day before the trip, down to the
last detail. Add more things for Jake to do during
the rest of the week, before he leaves. Then
complete the sentence:
By the day before his trip Jake_________________
___________________________
You wont be able to see Richard if you are
planning to arrive in 5 days. By the time you get
here he _________________________________
___(on the plane/ fy to New York)
options from pairs of students after you give them a
couple of minutes to think.
give reasons.
items.
say what the conversation is about in this lesson, and
which expressions they remember.
Have students say what they remember from this
section and make notes in the chart.
Write AN OUT-OF-THIS-WORLD VACATION on the
board and brainstorm on language and information
that students remember. Call on volunteers to list as
much as possible on the board.
Organize students in pairs and ask them to answer
What is your opinion about space tourism?
Would you have chosen to space toursim as a
travel option? Why? Why not?
or dif cult.
say what they know/remember about the changes in
the world by the year 2050. Give them some time to
work in pairs and then call on volunteers to answer.
as before.
and more or less interesting. Hold a class discussion
about project work. Elicit ideas from the students and
have them present their experiences for the class.
Did they have dif culty making decisions in their
group? Why? Why not?
Did they feel that they had the chance to present
their ideas?
Was it dif cult or easy to collect information
about the place chosen? Why? Why not?
Where did they fnd information? Where did they
fnd photos?
Did they enjoy preparing and making the
presentation?
Would they change anything if they had the
chance to do it again? What?
Was there room for originality and creativity?
Why? Why not?
partner.
Discuss areas that students feel they need more work
Homework

37
12 Self Reection
from Unit 3:
Unit 3 Checklist
I can do this
very well.
I can do this
quite well.
I need to study/
practice more.
discuss technology invented over the last 100 years
discuss technology of the future
make predictions about life in the year 2100
persuade
use the future perfect
use the future perfect progressive
use the future with dependent time clauses
EXPANSION Units 13
38
1 Language Review

A. Complete each sentence with other, others, or another.
1. Im almost done with this soda. Can you please bring
me _______________?
2. Some predators wait for their prey to come to them.
_______________ predators chase their prey.
3. Don is so materialistic. Although he already has two cars,
hes going to buy _______________.
4. One lucrative crop for many farmers is soy beans.
_______________ is corn.
5. He excels in football, track, gymnastics, and a handful of
_______________ sports.
6. That store is a chain. There are a few in Spain and Italy and
_______________ in France and Germany.
7. One of the most famous childrens books by Dr. Seuss is The Cat in the
Hat. _______________ are One Fish Two Fish Red Fish Blue Fish and
Horton Hatches the Egg.
8. One option would be to spend the money on a vacation.
_______________ would be to put it in a savings account.
B. Rewrite the underlined sentences with used to, be used to, or would.
Hes a very humble man.
He doesnt usually take credit for anything.

Hes not used to taking credit for anything.
1. When I lived in Paris, I often went to the Eifel Tower.
2. Bobby felt lonely when his sister went to college. It felt strange not having
her in the house.
3. This cofee shop is where I studied when I was in college.
4. Hes much more materialistic now than he was when he was a teenager.
5. The cough was so persistent, after a while she didnt even notice it.
6. When I was younger, I exercised rigorously. Now I hardly exercise at all.
7. I usually shop in small stores. I dont usually shop in chain stores.
8. He has always loved electronics. When he was a child, he and his dad
built circuit boards together.
08 Exp1-3 MG SA SB5 indd 38 7/26/11 8:17 PM 09_Exp1-3_MG_SA_TG5.indd 2 8/8/11 3:48 PM
Teachers Guide
EXPANSION Units 13
38
1 Language Review
A
This exercise reviews the use of other, others, and
another, which was presented in Unit 1. Refer
students to the grammar chart on page 4 to review as
necessary.
As a quick review, write the following conversation on
the board for students to complete.
A: Its too cold to go swimming today. Do you have
___ idea? (another)
B: Everyone is waiting for us. You dont want to go
outside but the ___ do. (others)
A: Well, what ___ things can you do outside when
its cold? (other)
Ask two students to read the conversation aloud.
exercise sentences. Then have students compare their
Check answers as a class by calling on students to
read the completed sentences aloud.
Answers
1 another
2. Other
3. another
4. Another
5. other
6. others
7. Others
8. Another

Unit Goals
B
This exercise reviews the use of used to, be used to,
and would for repeated actions in the past, which
was presented in Unit 2. Refer students back to the
grammar charts on page 16 to review as necessary.
Remind students that used to is used to talk about an
activity that was done habitually in the past. Would
can also be used to talk about past habitual actions.
Be used to is used to talk about something that has
become familiar or habitual.
example sentence.
Do the frst sentence with the class as an additional
example. Point out that since this sentence describes
a past habitual action, either would or used to can be
used in the new sentence.
Have students work individually to rewrite the
To check answers as a class, call on volunteers to write
their sentences on the board.
Answers
1. When I lived in Paris, I often would go to the Eifel Tower. /
When I lived in Paris, I often used to go to the Eifel Tower.
2. He was used to having her in the house.
3. I used to study at this cofee shop when I was in college. /
This cofee shop is where I would study when I was in college.
4. He is much more materialistic now than he used to be when
he was a teenager.
5. The cough was so persistent, after a while she was used to it.
6. When I was younger, I would exercise rigorously. / When I was
younger, I used to exercise rigorously.
7. I am not used to shopping in chain stores.
8. When he was a child, he and his dad would build circuit boards
together. / When he was a child, he and his dad used to build
circuit boards together.

Writing
the history of a common
device or technology
and how it will change
in the future

Language Review

Reading
Is Anybody Out There?

Language PIus
Idioms with world
09_Exp1-3_MG_SA_TG5.indd 38 8/8/11 3:48 PM
Teachers Guide
EXPANSION Units 13
39
C
This exercise reviews the future perfect, which was
presented in Unit 3 on page 28. It can also serve as a
review of the emphatic do, which was presented in
Unit 1 on page 4. Through students discussion, it can
also serve as a review of the future perfect progressive
and the future with dependent time clauses, which
were also presented in Unit 3 on page 28.
Have a student read aloud the directions. Then have
diferent students read aloud each of the questions.
Have students work in groups of three or four to
discuss and answer the questions. Assign one person
in each group the role of English teacher to make
sure that students are using the future perfect in their
discussion. Assign another student in each group the
role of reporter.
Call on the reporters of each group to report on some
of their answers.
Answers
1. I do think scientists will have found a cure for cancer.
2. I do think space travel will have become commonplace.
3. I do not think that the world will have become more peaceful.
4. I do think that we will have started using something other than
gas to run our cars.
5. I do think that global warming will have slowed down.
6. I do not think that engineers will have developed a computer
capable of thought.
7. I do not think that scientists will have contacted life on
other planets.
D
This exercise reviews the grammar points presented in
Units 2 and 3. Refer students to the charts on pages 16
and 26 for reference as necessary.
Ask a volunteer to read aloud the directions. Call on
other volunteers to read aloud the captions beneath
each picture.
Have students work in pairs to write sentences,
describing Anna and her life ten years ago, and
Anna and her life ten years from now. Have them
write at least two sentences for each of the grammar
points listed.
When pairs have fnished writing their sentences, have
them join another pair to compare their sentences.
Walk around and monitor students as they work,
ofering assistance with vocabulary and grammar
as necessary.
To check answers as a class, call out each of the
prompts from the captions. Elicit sentences about
each prompt. For example, say: Marital Status. Elicit:
Ten years ago, Anna used to be alone. In ten years, Anna
will have gotten married.
Answers
Ten years ago, Anna used to eat unhealthy food.
She was going to be a history professor.
She would eat while she was studying.
In ten years, Anna will have gotten married.
She will have had two children.
Anna will have become a history professor.
In ten years, Anna will have been eating healthier foods for
a long time.
Workbook
Assign pages 2527 for review of vocabulary and
grammar presented in Units 13.
39
C. Answer and discuss these questions about life in the year 2050.
1. Do you think scientists will have found a cure for cancer?
2. Do you think space travel will have become commonplace?
3. Do you think the world will have become more peaceful?
4. Do you think we will have started using something other than gas to run our cars?
5. Do you think global warming will have slowed down?
6. Do you think engineers will have developed a computer capable of thought?
7. Do you think scientists will have contacted life on other planets?
D. Look at the pictures of Anna below. Write sentences about her, using the following grammar
points from Units 13.
used to future perfect
was going to future perfect progressive
would future with dependent time clauses

Anna, 10 years ago Anna, 10 years from now
Marital status: single, lives at home with parents
Occupation: student
Hobbies: writing poetry, playing video games
Likes: sleeping late, spending time with friends
Dreams: to become a professor, to get married
and have kids, to have laser eye surgery
Marital status: married, two children
Occupation: history professor
Hobbies: writing poetry, gardening
Likes: spending time with family, eating
healthy foods
Dreams: to get more sleep!
EXPANSION Units 13
40
2 Reading
Before Reading
1. Do you think there is life on other planets?
2. If there were life on other planets, how could
we fnd this out?
Are humans the only intelligent life in the universe? Or, are we just one of many advanced civilizations out
there? While people used to assume we were alone in the universe, we now know that the galaxy contains
over 100 billion stars. This fact has led many scientists to think it unlikely that we are the only intelligent life
form in the universe. Some of these scientists have devoted themselves to searching for other civilizations.
This search is commonly referred to as the Search for Extraterrestrial Intelligence, or SETI.
Since the SETI program began in 1959, scientists have been scanning the sky for signals sent by another,
alien civilization. To do this, they use the worlds largest radio telescope which is located in Arecibo, Puerto
Rico. The Arecibo telescope is 1,000 feet (305 meters) in diameter. This telescope is so large, it is said that
it could hold 10 billion bowls of cornfakes! The telescope collects and sends data to SETI computers
24 hours a day.
Many people dont realize that in addition to searching for radio waves, we humans are sending them out
into space as well. This is because all of the radio and television signals that come into our homes also
travel into space. We have been constantly and unintentionally leaking radio
waves into space for over sixty years now. One day these signals
may be detected by an alien civilization. In fact, it is possible
that aliens are already listening to Who Wants to Be a
Millionaire?, CSI, and The Simpsons!
Although SETI has found some unexplained
signals, there have not been any clear, confrmed
extraterrestrial signals yet. However, SETI scientists are
not at all discouraged. They know that the universe is
vast, and searching the entire sky for a distant signal is
like searching for a needle in a haystack.
Not only are SETI scientists not discouraged, they are
actually more optimistic than ever before. They do feel that in
another 50 or 100 years, they will have succeeded in detecting
alien signals. What is the reason for this confdence? Previous
searches were limited by the shortcomings of available technology. For
example, while there are hundreds of billions of stars in our galaxy, fewer than
a thousand have been monitored for alien signals. But technology is improving all the time. As technology
improves, scientists are going to have a better chance of picking up alien signals. In the next few decades,
hundreds of thousands of stars, maybe even millions, will have been monitored.
IS ANYBODY OUT THERE?
Arecibo Radio Telescope
Teachers Guide
EXPANSION Units 13
40
2 Reading
Have students open their books to pages 40 and 41
and look at the pictures. Discuss the Before Reading
questions as a class. Ask: How many people think
there is life on other planets? How many dont?
Count up the responses and write them on the board.
Read the title aloud: Is Anybody Out There? Ask:
What do you think this title means? (The author is
questioning whether there is any other intelligent life
somewhere in space.)
Have students close their books. Write on the
board: What does SETI stand for? (the Search for
Extraterrestrial Intelligence) Tell students they will
listen for the answer to this question.
)) Play the audio of the article. Elicit the answer to the

question on the board.
)) Play the audio again. Have students open their

Ask a few general questions to check comprehension.
For example, ask:
How have scientists been looking for extraterrestrial
life? (They have been using radio telescopes to search
for signals from alien civilizations.)
Why is the Arecibo telescope important? (It is the
largest radio telescope in the world.)
Who uses the Arecibo telescope? (SETI scientists,
SETI@home program volunteers)
Have there been any confrmed extraterrestrial
signals? (no)
Culture Notes
TV in the USA
Who wants to be a Millionaire?, The Simpsons, and CSI are
popular TV programs in the U.S.
Who Wants to Be a Millionaire? is a TV quiz show which
ofers large money prizes for answering correctly
multiple-choice questions.
The Simpsons is an animated TV show that has aired
since 1989 in the U.S. It is the longest running sitcom
and animated show in U.S. history. The most popular
characters on the show are Bart Simpson and his
father Homer.
CSI: Crime Scene Investigation is an American crime
drama TV series. It is about Crime Scene Analysts working
for the Las Vegas Police Department. It is said that CSI has
been recognized as the most popular crime drama.
SETI
SETI refers to any scientifc experiments or activities that
people do to fnd life outside of Earth.
The SETI Institute is located in California, USA. It is a private,
nonproft organization, founded in 1984. It employs over
150 scientists, educators, and support staf. Its formal
mission is to explore, understand, and explain the origin,
nature, and prevalence of life in the universe.
Language Builder
The word extraterrestrial is made up of the Latin words extra (outside
of or beyond) + terrestris (the planet Earth). It can be used to describe
things from outer space but also can just mean an alien from outer
space. The name of the popular science fction movie about a space
alien, E.T., is an abbreviation for the word extraterrestrial.
Language Builder
Searching for a needle in a haystack is an idiom used to describe
looking for something that is very dif cult to fnd, especially in a large
space or among other things.
Teachers Guide
EXPANSION Units 13
41
After Reading
A
Ask a student to read aloud the directions. Make sure
that students understand they will match up the
words in the left column with the words that mean
the exact same thing in the right column.
Have students search the article for the words in the
left column and underline them. Tell them to study
the context of the word in order to guess its meaning.
Then they look for the synonym in the right column.
Have students compare their answers with a partner.
Then check answers as a class by calling on pairs to
read aloud the vocabulary word and its synonym.
Answers
1. b
2. d
3. c
4. e
5. f
6. a
7. g
B
Have students work either individually or in pairs to
answer the questions, referring back to the article as
necessary.
Have pairs join another pair to form a small group to
compare and discuss their answers.
Check answers as a class by calling on pairs to read
aloud the questions and answer them.
Answers
1. The goal is to fnd other civilizations in the universe.
2. Only a small number of stars in the universe have been
monitored for signals.
3. Technology is improving and volunteers add more computing
power to the search.
4. We send signals into space through radio and TV waves.
5. SETI@home is a volunteer program in which people allow
their computers to analyze data gathered from the Arecibo
radio telescope.
Discussion
Arrange students in groups to discuss and answer
the questions.
Have one person from each group report some of
the groups ideas to the class. Discuss any difering
opinions with the whole class.
Culture Notes
Neil Armstrong
Neil Armstrong was an American astronaut. In 1969, he
was the frst person to set foot on the moon. His most
famous quote is what he said when he took his frst step
on the moon: Thats one small step for [a] man, one giant
leap for mankind.
NASA
NASA stands for National Aeronautics and Space
Administration. It is the U.S. government agency that is
responsible for the space program.
Workbook
Assign pages 28-29 for additional writing practice at word
and sentence level.
Additional Activity
Write on the board the following quotes. Ask students to discuss
and agree or disagree with each.
We have no proof, but if we extrapolate, based on the best
information we have available to us, we have to come to the
conclusion that...other life probably exists out there and perhaps
in many places...
Neil Armstrong
If, in fact, we are able to fnd life or to answer the question
Are we alone?then that certainly is grand enough and noble
enough to be the enduring legacy of our civilization.
NASA, October 1999
41
After Reading
A. Match each word to its synonym.
1. ______ diameter a. accidentally
2. ______ detected b. width
3. ______ limitations c. restrictions
4. ______ monitored d. found
5. ______ optimistic e. searched
6. ______ unintentionally f. hopeful
7. ______ vast g. enormous
B. Answer the questions.
1. What is the goal of the SETI program?
2. Why havent any signals been picked up from other planets yet?
3. Why are SETI scientists confdent that they have a better chance of picking up signals in the future?
4. How do we send signals into space?
5. What is SETI@home?
Discussion
1. Do you think the SETI project will ever be successful? Why or why not?
2. Do you think it is a good idea to try to contact alien civilizations? Why or why not?
Dan Wertheimer, a SETI researcher at the University of California
in Berkeley, says, Were making incredible progress. The more
computing power you have, the better job you can do looking
for these signals. Capabilities have been doubling every year. One
reason SETIs computing power has been increasing is a volunteer
program started in 1999 called SETI@home, in which the computers
of ordinary people around the world are used to analyze SETI data.
Through the SETI@home program, volunteers download a special
SETI screensaver to their home computer. When the computers are
not in use and go into screensaver mode, the computers begin to analyze data gathered by the Arecibo
radio telescope. The home computers search through the data for any signals that may have been created
by an alien civilization. There are currently over 5 million volunteers in 225 countries participating in this
program. Wertheimer says, If youre the lucky one that fnds that distant signal, then you might get the
Nobel Prize, but you have to share it with 2 million people around the world who are helping us analyze
that data.
Some people fnd it hard to believe that perhaps one day we will be communicating with aliens from distant
planets. But others feel diferently. Eighty-six-year-old Daniel Jackman says, When I was a young man, if you
had told me that one day we were going to send people into space, I wouldve told you that you were crazy.
Now I know better. Just because were used to certain limitations doesnt mean we cant go beyond them.
We may well learn one day that we are not alone in the universe. In the meantime, when sitting on your
couch, watching your favorite TV program, consider that an alien civilization may be listening to it with you!
EXPANSION Units 13
42
3 Language Plus
Complete each sentence with an idiom shown. Be sure to put each idiom in the correct tense.
1. I just cant fnd my glasses. ______________________________________________ could they be?
2. After Jim won the tennis championships, he ___________________________________________.
3. Dan and Warren have diferent views on everything. They _________________________________.
4. You need to stop worrying and quit __________________________________________________.
5. Frank is so happy with his success, he doesnt seem aware of anything else. Its like he ___________.
6. He graduated at the top of his class. He can do anything he wants with his life. ________________.
4 Writing
Tools for Writing: Commonly Confused Words
Fewer and less have the same meaning. They are both the opposite of more.
However, fewer is used with count nouns and less is used with noncount nouns.
Fewer people are buying newspapers than ever before.
Since the new police chief took over, there has been less crime in our city.
Farther is used to talk about distance. Further is used to mean additional.
Most Arabian bred horses can run faster and farther than English bred horses.
Im going to call the school to get further information about the program.
Complete each sentence with the correct commonly confused word.
1. The invention of the microwave made it possible to cook meals in _________ time.
2. I make __________ grammatical mistakes than I used to.
3. I dont want to discuss this any ___________.
carry the weight of the
world on (ones) shoulders
be in another world be on top of the world
A B C
D E F
be worlds apart Where in the world...? The world is (ones) oyster.
Teachers Guide
EXPANSION Units 13
42
3 Language Plus
Focus students attention on the pictures and the
idioms. Call on students to read each idiom aloud.
Ask: What do these idioms have in common? (They
all contain the word world.)
Ask questions about each picture to elicit the
meaning of the idiom. For example:
(A) be in another world
Ask: Where are the two boys? (They are sitting on
Earth.) Where is the other boy? He is sitting on a
diferent planet all alone.) How does the boy sitting
alone look? (He doesnt seem to notice or mind that
he is on a diferent planet.) What do you think it
means to say someone is in another world? (The
person is not paying attention to what is going on
around him or her. The person is daydreaming or
involved with his or her own thoughts.)
(B) carry the weight of the world on (ones) shoulders
Ask: What is the boy doing? (He is carrying Earth on
his shoulders.) How does he look? (He looks tired and
unhappy.) When would you say that someone looks
like this? (when someone has a lot of troubles or
problems to worry about)
(C) be on top of the world
Ask: Where is the boy? (He is on top of the world.)
What is he holding? (a trophy) How does he look?
(very happy and proud) When would you say that
someone is on top of the world? (when someone
is happy and proud after winning or succeeding at
something important)
(D) be worlds apart
Ask: Where are the two boys? (They are standing
on diferent planets.) How do they look? (They look
angry and are not talking to each other.) When would
you say that two people are worlds apart? (when
they are not in agreement or are thinking or doing
very diferent things)
(E) the world is (ones) oyster
Ask: What is usually inside an oyster? (a pearl, which
is a valuable gem) If you have an oyster, are you
lucky or unlucky? (lucky) If the whole world is inside
your oyster, what do you have? (the whole world and
all of its opportunities in your hands) When would
you say that the world is someones oyster? (when
the person can do or get anything he or she wants,
such as the man in the picture who is graduating
from school)
(F) Where in the world?
Ask: What is the boy doing? (He is looking for his
glasses.) Where is he looking? (all over the world)
When would you say Where in the world? (when
you are looking everywhere for something and have
no idea where it could be)
sentences with the idioms.
Have students compare answers with a partner. Then
call on pairs to read the completed sentences.
Answers
1. Where in the world
2. was on top of the world
3. are worlds apart
4. carrying the weight of the world on your shoulders
5. is in another world
6. The world is his oyster.
4 Writing
Tools for Writing: Commonly
Confused Words
Call on a student to read the explanation and
examples with fewer and less. Write the following
sentences on the board for students to complete:
Weve had ___ snow than usual this year. (less)
Weve had ___ snow days than usual this year.
(fewer)
Have a student read the explanation and examples
with farther and further. Write the following sentences
on the board for students to complete:
I am too tired to walk much ___. (farther)
We are too tired for ___ exercise. (further)
Emphasize that farther always refers to physical
distance while further does not.
Answers
1. less
2. fewer
3. further
Teachers Guide
EXPANSION Units 13
43
Writing Prompt
Read the Writing Prompt with the class. Point out the
note that explains the purpose of an expository essay.
Focus students attention on the sample essay at the
bottom of the page: The Past, Present, and Future of the
Telephone. Have a student read it aloud. Explain that
this is just the beginning of a sample essay, but point
out how it mentions what telephones were like in
the past and will probably go on to make predictions
about what telephones will be like in the future.
Brainstorm common devices or technology that
students might write about in their essays. Some ideas
include the radio, the computer, wireless technology,
the microwave, automobiles, and the television.
Developing Your Writing:
Prewriting Techniques
Before students begin to write their essays, have
them read the box Developing Your Writing:
Prewriting Techniques.
Call on students to explain each of the three
prewriting techniques in their own words.
Tell students to each choose one prewriting
technique: freewriting, brainstorming, or questioning.
Give them about fve minutes to use one of the
techniques in preparation for writing their essay.
Elicit feedback on the prewriting techniques.
Ask: Was it helpful? Do you have more ideas
about what to write in your essay now?
Write Your Essay
Read aloud the directions for writing the essay.
Have students copy down the chart from their books
to complete. Students may need time outside of class,
in the library or on the Internet, to research their topic.
Explain that using this chart will be a helpful way to
organize their notes when doing their research.
Write the grammar points from Units 1, 2, and 3 on
the board for reference. Ask students to try to use
these points in their writing when appropriate. It is not
necessary for students to use all of them.
other, others, and another
emphatic do
used to and be used to
would for repeated action in the past
was going to (future in the past)
future perfect
future perfect progressive
the future with dependent clauses
Have students work individually to write a draft of their
essay. Then they exchange drafts with a partner and
comment on each others essays.
Finally, students reread and revise their essays, taking
into consideration their partners comments before
submitting them for assessment.
Workbook
and sentence level.
Teaching Tip
When students are reading each others essays, give them
guidelines for giving feedback. Suggest that they follow 3 steps:
Step 1: Compliment
Step 2: Make suggestions
Step 3: Ofer corrections
First, students should say what they like about the essay. For
example, they might comment on how interesting the topic is or
how organized the ideas are. Next, they should make suggestions
for improving the essay by pointing out areas that are unclear
or may need more information. Finally, they should point out
any spelling, punctuation, or grammar mistakes that they see.
Emphasize to students that the purpose of reading each others
essays is to learn from each other, improve their essay, and
improve their own general writing skills.
The Past, Present, and Future of the Telephone
Telephones are something we all take for granted. We are so used to having
them that it is hard to imagine that they were only invented a little over 100
years ago. Just think, at the beginning of the twentieth century there were
fewer than four million phones in the world. And if you wanted to speak with
another person over the phone, you would need an operator to make the
connection between you and the other person. Telephone technology has
changed a lot over the last 100 years, and I believe in just another ten or twenty
years it will have changed radically from what it is today
43
Writing Prompt
Write an expository essay about a common device or technology. Write about
the history of the technology, and make predictions about how you think
the technology will change in the future. Include grammar points from Units
1, 2, and 3.
Write Your Essay
1. Decide on the type of device or technology you will write about.
2. Use a chart to organize your ideas. Write your topic at the top. Then write ideas about the past, present,
and future of the device or technology.
3. Write a draft of your essay.
4. Have a partner read and comment on
your draft. Use your partners comments
and suggestions to revise your essay.
A
n
e
x
p
o
sito
ry
e
ssa
y

is a
n
e
ssa
y
in
w
h
ic
h

th
e
w
rite
r e
x
p
la
in
s,
d
e
sc
rib
e
s, o
r g
iv
e
s in
fo
rm
a
tio
n

a
b
o
u
t a
su
b
je
c
t.
Device/Technology:
Past Present Future
Developing Your Writing: Prewriting Techniques
Prewriting is an important frst step in the writing process. Prewriting helps you explore and gather
your ideas before you begin organizing and writing your essay. These are some of the most common
types of prewriting techniques:
Freewriting: Freewriting involves taking the time (usually about fve minutes) to write down all of
the ideas you have about your topic before you begin researching or organizing the topic. When you
freewrite, do not worry about using correct spelling, grammar, or punctuation, or even writing in
complete sentences.
Brainstorming: Like freewriting, the purpose of brainstorming is to capture all of the ideas you have
on a topic before you begin writing about it. However, when you brainstorm you only write words or
phrases related to your topic.
Questioning: Ask the journalists f ive WsWho? What? When? Where? Why?about the topic. List
as many questions as you can about the topic. This will help you start thinking about questions to
research and answer in your essay.
4 The World of TV
44
1. What is your favorite TV flm? Explain why it is your favorite.
2. Which of the following genres do you like best: animation, comedy, or adventure? Why?
3. Whats the worst TV flm you have ever seen? Explain.
N
t
1
B
t
1
f
llN
About the story: This animated f lm is about Andy and his
idiosyncratic toys. Andy Davis is a little boy whose favorite toy,
Woody, a cowboy doll, coordinates a mission with the rest of
the toys to try and f nd out what presents Andy is getting from
his parents before they all move to a new house. What Andy
doesnt know is that his toys come to life when there is no one
around. When Buzz Lightyear, a new toy space ranger appears,
Andy is really taken by him. Woody and Buzz dislike each other
intensely as they compete for Andys attention. But when they
get into trouble and nearly get lost during the move, they end
up supporting each other in an ef ort to rejoin the family.
N
t
1
B
t
1
f
llN
About the story: This animated f lm presents the story of
a lion cubs journey to adulthood. The cub is the son of a
powerful and wise king. But his happy childhood comes to an
abrupt end when his evil uncle murders his father and drives
him away from the kingdom. The young lion goes into exile
in the jungle, where he makes two good friends and lives a
carefree life. However, as he gets older, he dreams of his father,
who tells him to battle his evil uncle and reclaim his family
throne.
Nt 1Bt 1 fllN
About the story: This is a documentary about Bruce Lees life,
career, and untimely death. It reveals a side of Lee unknown
to the public, along with the better known qualities of the
celebritythe man that the world knew. Lee had been
working on a new project at the time of his death, ironically
titled Game of Death. Rare camera shots have been included
in the documentary according to Lees own script notes in an
attempt to convey his ambitions for the project and his frame
of mind toward the end of his life.
N
t 1Bt 1 fllN
About the story: This animated f lm is about Marlin, a clown-
f sh that lives in the Great Barrier Reef. Marlin loses his son
Nemo when a diver captures him and takes him to a dentists
of ce, where Nemo f nds himself in a tank with other sea
creatures. Marlin sets of with Dory, a blue tang f sh with short-
term memory loss, to rescue him. They travel a great distance,
running into sharks, jellyf sh, and whales and getting rides
on sea turtles. While Marlin and Dory are trying to get to the
dentists of ce, Nemo and the other sea animals in the dentists
tank are plotting their escape in order to return to Sydney
Harbor and their homes.
1
2
3
4
Teachers Guide
4 The World of TV
44
Warm Up
introductory questions. To ensure that students
do not look ahead on pages 44 and 45, write the
questions on the board for groups to refer to. Since
this topic is likely to be of high interest for students, as
long as they are speaking in English, allow them time
to fnish their discussions.
Have a student lead a quick follow-up discussion.
Have the student read aloud each question and call
on a few students for responses.
Have students open their books and look at pages
44 and 45. Ask: What do you see in the pictures? (a
snapshot from an animation flm, a TV remote control,
two boys watching TV and one of them using the
remote control) What do these objects all have in
common? (They represent either a flm or watching a
flm.)
Tell students that they will play a game to guess flm
titles. Ask them to cover and not look at the answers
that are on page 45.

Unit Goals
Have students scan the reading texts to guess the
titles of the flms. Make sure the students are guessing
the titles in English. Make sure sure that they dont
have more than one minute for the task.
Elicit guesses on the flm titles without comfrming
them.
)) Play the complete audio for each movie card. Have

students listen and read along in their books.
Stop the audio after each movie card and ask: Now do
you know what flm this is? Elicit additional guesses
as appropriate.
When students have listened to the complete audio,
allow them to look at the answers on page 45. Ask:
Which flms did you guess correctly?
As an additional activity, discuss the various flm
genres mentioned on these pages. Draw a four-
column chart on the board with the headings drama,
comedy, action-adventure, and animation. Ask for
defning characteristics for each genre. For example:
Dramas are serious movies that portray realistic
characters, situations, and settings.
Comedies are designed to make people laugh. They
often include animated characters or regular people
in funny situations.
Action-adventure movies are usually exciting. They
involve searches for lost treasures or undiscovered
objects, usually in exotic locations.
Animation flms have characters or situations that
could never happen in real life. They are often family-
oriented flms with imaginative stories that involve
journeys, helping friends, settings in fantastic worlds.
Elicit movie titles in English that ft into each category
and write them on the board.
Brainstorm other movie genres and elicit a brief
description of each. Possible answers include:
action, biography, childrens, crime/mystery, disaster,
documentary, espionage/spy, family, horror, western,
sci-f (or science fction), and war.

Listening
Listen for specifc
information in
a TV show

Pronunciation
Linking vowel sounds

Reading
The Formula behind
Detective Stories on TV

Writing
Write an expository essay
about the formula of a
flm genre

VocabuIary
Film genres
Film terms and words
to describe flms
Popular flms

Functions
Talk about flms
Identify flm genres
Agree and disagree
with opinions

Grammar
Both And; Not Only
But Also; EitherOr;
NeitherNor
Independent Clauses
with And, But, Or, So,
and Yet
Teachers Guide
4 The World of TV
45
Quick Check
A
Have a student read aloud the directions.
Give students time to fnd and underline each of the
words in the box on the movie cards. Tell them to
read the sentences containing the underlined words
carefully and try to guess the meaning of the words
from context.
sentences with the words from the box. Point out to
them that the italicized words are movie titles.
To check answers as a class, call on students to read
aloud their completed sentences.
Answers
1. animated 5. capture
2. prestigious 6. prominent
3. idiosyncratic 7. abrupt
4. untimely 8. delusion
B
the questions about the movies on pages 44 and 45.
Check answers by calling on pairs to read aloud and
answer each question.
Answers
1. Animated, science fction, fantasy flms
2. War flms, Sci-f flms
3. Adventure, documentary flms
4. Documentaries, biographical, drama, epic flms.
2 Pair Work
Have students read the directions with a partner. Tell
them to create two movie cards like the ones on these
pages. Each card should contain a description of the
movie.
Workbook
Teaching Tip
Keep students interested in lessons by varying your teaching
methods. Surprise students with diferent activities, such as
role plays, debates, brainstorming, discussions, demonstrations,
audiovisual presentations, guest speakers, and group work.
Additional Activity
Ask students to complete a word family chart for each vocabulary
word from exercise A. The completed charts may look like
the following:
abruptness X abrupt abruptly
animation animate animated /
animate
animatedly
delusion X delusive delusively
capture capture X X
ally ally prominent prominently
X X untimely untimely
prestige X prestigious prestigiously
idiosyncrasy vow idiosyncratic idiosyncratically
Popcorn and flms go hand-in-hand. Popcorn has been eaten
for thousands of years. It used to be popped by throwing it
on sizzling hot stones over a raging campfre.
As it popped, it would shoot of in various directions. It was
a game to catch and eat it.
facts
45
2 Pair Work
In pairs, create your own clues for one or two TV flms or documentaries you have seen.
Read the clues to your class and see if they can guess the flm or documentary.
N
t
1
B
t
1
f
llN
About the story: Based on the real life story of prominent
mathematician John Nash, this f lm portrays Nashs
struggle with his delusions caused by a mental condition.
Nash starts a seemingly promising academic career and
makes a remarkable advancement in game theory, when
he begins having delusions and struggles to maintain
control over his mental state. His wife, Alicia, stands by
him through years of therapy, and he is eventually able to
resume his research and goes on to win the prestigious
Nobel Prize.
Quick Check

abrupt animated prominent untimely
delusion capture prestigious idiosyncratic
1. Finding Nemo and Toy Story are two examples of ______ movies.
2. The Nobel Prize is the most ______ award a scientist can win.
3. Geniuses are often quite ______ individuals. They tend to have unusual behavior
and habits.
4. A young actors ______ death in an accident usually gets wide media coverage.
5. A cameramans job is to ______ the scenes on flm.
6. Chris ODonnell played the part of Hemingway, a ______ American writer.
7. The ______ ending of the flm surprised us.
8. ______ can sometimes be a symptom of mental instability.
1. Which TV flms use fctional characters?
2. In which TV flms are there characters who are allies?
3. In which TV flms do the characters take a journey?
4. Which TV flms are biographical?
1 . T o y S t o r y ; 2 . T h e L i o n K i n g ; 3 . F i n d i n g N e m o ; 4 . B r u c e L e e : A W a r r i o r s J o u r n e y ; 5 . A B e a u t i f u l M i n d
Answers:
5
4 The World of TV
46

3 Grammar
Both...And, Not Only...But Also, Either...Or, Neither...Nor
Both...and, not only...but also, either...or, and neither...nor are all paired conjunctions. They are used to link two
words, phrases, or clauses of the same type. For example, nouns are linked with nouns, adjectives are linked
with adjectives, and verbs are linked with verbs.
My favorite animated flm is either Toy Story or Simba.
He is not only hardworking, but also intelligent.
When connecting two subjects with both...and, be sure to use a plural verb.
Both my father and his boss were present in the meeting.
When connecting two subjects using either...or, not only...but also, or neither...nor, the choice to use a singular
or plural verb depends on the subject that is closer to the verb.
Neither my uncle nor my brothers want to see that documentary.
Neither my brothers nor my uncle wants to see that documentary.
Independent Clauses with And, But, Or, So, and Yet
An independent clause is a group of words that includes a subject and verb. It expresses a complete thought,
and can stand alone as a sentence.
I ordered the engine part online.
Two or more independent clauses can be combined with coordinating conjunction words, like and, but, or, so,
and yet.
I ordered the engine part online, but now I cant fnd the confrmation number.
The conference hall wasnt air-conditioned, so I demanded a refund.
I liked the book, yet I hated the DVD flm.
Note: When a sentence includes two independent clauses joined by a coordinating conjunction, use a
comma before the coordinating conjunction.
A. Complete each sentence with the correct paired conjunction and an idea of your own.
She arrived with both her brother
and her sister
.
1. We like neither fast food .
2. The university is both prestigious .
3. He not only plays basketball well, .
4. Were either going to eat pizza .
5. I neither watch TV .
6. The policeman not only stopped the crime, .
7. In the morning, she drinks either cofee .
8. Jack has neither called us .
9. Bruno has both a sore throat .
10. You can either look for a new job .
Teachers Guide
4 The World of TV
46
3 Grammar
Both...And, Not Only...But Also,
Either...Or, Neither...Nor
Read the explanation and examples with students.
Direct students to exercises A and B to practice
paired conjunctions.
Independent Clauses with And, But, Or,
So, and Yet
Read the explanation and examples with students.
Write the following sentences on the board. Ask:
Which is incorrect?
It is raining hard. There is a lot of lightning. (correct)
It is raining hard there is a lot of lightning. (incorrect)
Write the following sentences on the board. Ask
students to complete each sentence with the
correct conjunction.
It is raining hard, ___ there is a lot of lightning. (and)
He didnt want to walk in the rain, ___ he took a
taxi. (so)
He doesnt live far away, ___ he always drives.
(yet, but)
We could go to a restaurant, ___ we could stay
home and watch TV. (or)
I dont like documentaries, ___ I will see it if he asks
me. (but)
A
Have a student read the directions aloud.
Have students work individually to complete each
sentence. Then have them compare answers with a
partner. Remind students that their sentences should
contain the same paired conjunctions but the ideas
can be diferent.
To check answers as a class, call on multiple students
to give their complete sentence for each.
Answers
1. nor pizza
2. and expensive
3. but also football
4. or Chinese food
5. nor listen to the radio
6. but also saved the victim
7. or tea
8. nor emailed us
9. and a fever
10. or stay at the job you have
Language Builder
Although many teachers object to students beginning
sentences with a conjunction, such as and, but, so, or yet, it
is not grammatically incorrect to do so. As a matter of fact,
it can sometimes help connect ideas efectively. However,
here are three things to keep in mind:
Make sure that the conjunction is followed by a main clause.
Dont use a comma after the coordinating conjunction.
Dont begin every sentence in a paragraph or essay with
a conjunction. It is more efective if this technique is
used sparingly.
Teachers Guide
4 The World of TV
47
B
Ask a volunteer to read aloud the directions and
the example. Tell students to choose which paired
conjunction makes the most sense to use for each.
Call on students to read aloud their sentences. Ask
other students to give variations as appropriate.
Answers
1. Both the Statue of Liberty and the Empire State Building are in
New York.
2. She not only broke her leg, but she also dislocated her shoulder.
3. Neither Bill James nor Charlie Bower succeeded in climbing
mount Everest.
4. Ill either call you or email you later.
5. Were neither angry nor disappointed.
6. Both ice and vapor are states of water.
C
Have a volunteer read aloud the directions and example.
Have students work individually to frst match the
independent clauses, and then rewrite them.
To check answers as a class, call on volunteers to write
their sentences on the board.
Answers
2. f I told them Id come over for dinner, but Im really not
feeling well.
3. e Hes a vegetarian, so hes not going to eat any beef burgers.
4. a Shes lied to her more than once, but she continues to
consider her a friend.
5. b One of their children lives in Japan, and the other lives
in Argentina.
6. d Hes very comfortable in the U.S., but he continues to miss
his home in Brazil.
D
names of the animals.
Arrange students in pairs to write sentences. Give
them a minimum amount of sentences to write.
Call on pairs to share their sentences.
Answers
Answers will vary.
Workbook
Assign pages 3234 for more practice with the grammar
of the unit.
Teaching Tip
Discuss with students the importance of being able to realize and
correct their own mistakes. This is an important skill.
Additional Activity
Use exercise D to play a guessing game. Have students work in
groups to write clues about the characters. For example: This
character loses her shoe. (Cinderella) Then each group takes a turn
reading a clue aloud for the other groups to guess.
47
B. Combine each pair of sentences using a paired conjunction.
Jack isnt old enough to vote. Richard isnt old enough to vote.
Neither Jack nor Richard is old enough to vote.
1. The Statue of Liberty is in New York. The Empire State Building is in New York.
2. She broke her leg. She dislocated her shoulder.
3. Bill James didnt succeed in climbing Mount Everest. Charlie Bower didnt succeed in climbing
Mount Everest.
4. Ill call you later. Ill email you later.
5. Were not angry. Were not disappointed.
6. Ice is a state of water. Vapor is a state of water.
C. First, match the independent clauses. Then rewrite them as one sentence using a coordinating
conjunction and correct punctuation.
You can admit your mistake, or you can just hope no one notices it.
1. You can admit your mistake. c
a. She continues to consider her a friend.
2. I told them Id come over for dinner. b. The other lives in Argentina.
3. Hes a vegetarian. c. You can just hope no one notices it.
4. Shes lied to her more than once. d. He continues to miss his home in Brazil.
5. One of their children lives in Japan. e. Hes not going to eat any beef burgers.
6. Hes very comfortable in the U.S. f. Im really not feeling well.
D. Write sentences about the animals using both paired conjunctions and coordinating conjunctions.
Both the cheetah and the ostrich are fast runners.
goldfsh deer salmon bear camel ostrich hawk
fox elephant snake penguin turtle cheetah tiger
4 The World of TV
48
4 Conversation
Al: That was such a fantastic basketball
game on TV.
Ed: You must be joking.
Al: Why? Didnt you like it.
Ed: I thought it was a terrible game. The
whole thing was just awful.
Al: What didnt you like about it?
Ed: For one thing, the Bulls key player missed every easy shot. It really bothered me throughout the
entire game.
Al: Well, youre right about that. But what else didnt you like?
Ed: I thought their uniforms were ridiculous. I found the whole idea of the Bulls players wearing cowhide
tops hard to swallow.
Al: I dont agree at all. The whole idea is to stand out in the game. The tops are not real cowhide. Its fake
cowhide.
Ed: Im not sure they were fake. Think of all the poor animals they took the hides from. They must believe
that the poor animals are a dime a dozen. Anyway, by the end of the game, I started to doze of.
Al: We seem to have very diferent tastes in basketball and uniforms. Maybe next time we get together
we should just go out to a restaurant.
Ed: I couldnt agree more.
Real Talk
just = really, very
hard to swallow = not easy to believe
a dime a dozen = something so common that it doesnt
have much value
doze of = fall asleep
Your Turn
Role-play with a partner. Think of a situation in which two people might disagree. Discuss your opinions,
using the phrases for agreeing and disagreeing.
1. What did Al like about the game?
2. What did Ed dislike about the players?
Agreeing Disagreeing
I agree completely. (Im sorry but) I dont agree (with you).
I couldnt agree more. I see it diferently.
Youre absolutely right. I totally disagree.
Youre right about that. (I m afraid) I dont really agree.
Im not so sure about that.
You must be joking. (Informal and not very polite)
Teachers Guide
4 The World of TV
48
4 Conversation
Ask students to look at just the photo. Ask: What
is happening? (Al and Ed are watching something
exciting, probably a sports game)
Write the following question on the board: What are
they watching? Tell students to listen for the answer
to this question with the conversation still covered.
)) Play the audio. Have students listen for the answer

to the question on the board. (They are watching a
basketball game.)
)) Play the audio again and have students listen and

follow along in their books.
Real Talk
Point out that these are informal expressions normally
used in casual conversation, not in formal situations.
Ask who says each word or expression and why. Elicit
answers, such as the following:
just (Ed says this, to stress the word awful. The
basketball game was just awful.)
hard to swallow (Ed says this, meaning that he
couldnt believe how ridiculous cowhide uniforms
were.)
a dime a dozen (Ed says this, meaning that the Bulls
must believe that animals lives dont have any value.)
doze of (Ed says this, meaning he was falling asleep
while watching the game.)
Have students practice the expressions with a partner.
Write the following questions on the board and have
students discuss them.
Have you ever watched something on TV and found
it hard to swallow? Explain.
What kinds of TV programs, or peoples actions are a
dime a dozen? Give examples.
Have you ever dozed of while watching a game
because you were not interested in it? Explain.
Have students practice the conversation in pairs,
switching roles.
Have students work individually or in pairs to answer
the questions.
Check answers as a class by calling on volunteers to
read their answers aloud.
Answers
1. He thought it was exciting.
2. He thought the Bulls key player didnt play well and Bulls
cowhide tops were ridiculous.
Your Turn
Ask a volunteer to read the directions aloud.
Have students read the expressions for Agreeing and
Disagreeing in the box.
Ask students to fnd and underline any of these
expressions in the Conversation. (Agreeing: Youre right
about that. / I couldnt agree more. Disagreeing: You
must be joking. / I dont agree at all. / Im not sure it
was that original.)
Have students work in pairs to create their role
play. Brainstorm together a few situations in which
they might disagree; for example, about a book, a
restaurant, a mutual friend, weekend plans, etc. Tell
them to be sure to use some of the expressions from
the box, as well as a Real Talk expression.
Monitor students as they practice, making sure that
they are not writing their role plays, but speaking
them. If students fnish early, have them switch roles
to give each the chance to practice both agreeing
and disagreeing.
Have one or two pairs act out their conversation for
the class.
Teachers Guide
4 The World of TV
49
5 Listening
Tell students to read the questions in the chart so they
know what information to listen for.
)) Play the audio. Tell students to listen but not to write

at this time.
)) Play the audio again. Have students write their

answers in the chart.
)) Play the audio again for students to check their

answers. Pause the recording as necessary to
confrm.
Answers
Design 1 Design 2 Design 3 Final Design
stylish aesthetically
superb
nothing good what they
needed
functional
problems
staf isolated in
cubicles
not modern
enough
doesnt meet
needs
superb style
but not
functional
neither stylish
nor functional/
disappointing
satisfying
)) Audioscript
Interviewer: This is Special Places for Special People your
morning show on home and work design. As you can see, we
have just walked into the fabulous newly designed interior of an
old building in the center of town. The building has been cleared
out to form large open-plan of ces, as well as comfortable
glassed-in private of ces along the front. We are being met by
Mr. Douglas, the CEO of Streamline Airlines. This is the Streamline
Headquarters and a lot of money, time, and efort have gone
into renovating the building and redesigning the interior.
Interviewer: Good morning, Mr. Douglas.
Mr. Douglas: Hello and welcome to our new of ces.
Interviewer: Thank you. So this is it. How do you feel about the
space and the way it has been designed?
Mr. Douglas: I am satisfed with the design. It certainly lives up
to our expectations aesthetically, and it complements the style
of the building and the location. Actually, the initial design was
not quite what we needed, and diferent parts of the building
were not optimally utilized. There are so many things one has to
take into consideration: functional issues, such as the number
of employees, meeting rooms, facilities for self-catering, mail,
insulation, electronic equipment, storage, and a lot more.
Naturally, all these rather aspects need to be catered to while
making the most of the space and lighting, and managing
to develop a distinct, yet pleasing, style that will contribute
to a positive atmosphere. It was really frustrating to have to
compromise the style of the design in order to meet functional
needs at times. We had to reject the second design which
was superb from an aesthetic viewpoint and quite minimalist,
because it required staf to squeeze into tiny cubicles along the
back, out of the way. Then the third design, a modifed version of
the second one, was really disappointing because it was neither
stylish nor fully functional. Finally, the team of architects and
decorators that had taken on the project decided to go back to
the drawing board and came up with three wonderful options.
Naturally, they were presented to the board and we chose this
one. Its a long, arduous process but in the end it all comes
together.
Interviewer: So this was your choice, I take it, including that
glass cylinder in the middle of each foor that I suppose goes up
to the roof. And I can see plants that are suspended and plants
placed in niches all the way to the top. Whose idea was that?
Mr. Douglas: Oh, well, that was our staf. We invited them to
contribute to our new premises in a way that would signal our
green policies and this is what they came up with. The fnal
choice regarding the design was made by the whole board.
I do like it and I think it is quite ef cient in practice. My only
complaint about it is that it is not modern enough.
6 Pronunciation
)) Play the audio while students listen and read along

in their books.
)) Play the audio again. Students listen and repeat, or

speak along with the recording.
A
Answers
1. f 3. i 5. c 7. a 9. g
2. d 4. b 6. e 8. h
B
Workbook
Teaching Tip
Encourage students to listen to authentic English radio programs.
Suggest they begin by listening for short periods of time
and gradually build up to listening for longer periods as their
comprehension increases.
49
5 Listening
Listen to the interview from the TV show
Special Places for Special People and complete
the chart.
Design 1 Design 2 Design 3 Final design
1. What was good about it?
2. What was bad about it?
3. What was the CEOs opinion?
6 Pronunciation
When a word that ends in a vowel sound is followed by a word that begins with a vowel sound, the words
are naturally linked by an inserted /w/ or /y/ sound. Listen and practice.
1. Hello and welcome to our new of ces.
w w w
2. I am very happy with the designs.
y
3. The design lives up to our expectations.
w
4. In the end, it all comes together.
y
5. My only complaint about the new one is that it is not modern enough!
y w
1. ______ altered a. unusual and attractive
2. ______ captivates b. extremely important
3. ______ confronts c. imperfections
4. ______ crucial d. captures someones attention
5. ______ defects e. lasting
6. ______ enduring f. changed
7. ______ exotic g. great, remarkable
8. ______ ironically h. against the way it appears
9. ______ phenomenal i. meets something dif cult or dangerous
B. Check your answers with a partner. If you do not understand the meaning of a word, look it up
in a dictionary.
4 The World of TV
50
Detective stories have always been a favorite in literature, and now they are one
of the most popular genres in TV flms and series. There is something appealing
about the mystery and intrigue that captivates viewers and keeps them in suspense
until the case is fnally solved.
But what accounts for the phenomenal success and enduring popularity of detective
stories? Is it the charismatic and fearless hero and his uncanny ability to uncover the truth? Is it the action and
adventurethe high-speed chases, danger, and exotic settings? Is it the psychological wit and hi-tech gadgets that
the detective has at his disposal? Or is it the simple fact that the viewer knows the hero will triumph over the villain in
the end?
Clearly, the TV audience enjoys the mystery and non-stop suspense of detective flms. However, ironically, there is also
predictability to the story that is tremendously appealing. Certain elements and sequences of events appear over and
over in detective stories and are eagerly awaited by fans. TV flms and series with such predictable elements are known
as formula flms. The TV audience knows the plot will be puzzling and sometimes have unexpected results. They know
the hero will confront dangerous villains. They know there will be complicated steps involved in piecing together all the
clues, and they are challenged to try to fgure out the mystery before the detective.
The most basic element in the formula of a detective story is the herothe detective. This is the character the viewer
identifes with throughout the flm. He is usually a courageous individual with superior intelligence. He is often charming
and outgoing, which helps him socialize with others, while, in fact, he is collecting information from witnesses and
gathering evidence for his case. Another type of hero is the gruf and serious detective, who rarely smiles, but is very
ef cient at his job. In contrast, the hero in detective comedies is a nave and clumsy character who accidentally stumbles
across clues to eventually solve the crime.
Of course, the villain also plays a crucial role in the story. On occasion, the villains identity is a mystery and is only revealed
at the end, but more often he is introduced to the TV audience. Just as there are formulaic types of heroes, there are
stereotypical villains: cold-blooded, greedy criminals, evil geniuses, and mad scientists. Most villains also have physical
or psychological defects that add to the ugliness of their character, such as a scarred face, a missing limb, or a split
personality.
The detective is challenged to fnd the villain by following clues. To assist him, he uses special talents in intellectual
reasoning or has help from technological devices. These range from a simple magnifying glass to sophisticated DNA
analysis and electronic tracking devices. Some detectives even use high-tech gadgets that are disguised as everyday
objects, such as an explosive pen, a laser watch, or a computerized, talking vehicle!
When the hero confronts the villain, there are always scenes of action and danger. These involve high-speed chases on
any kind of vehicle imaginablecars, motorcycles, helicopters, speed boats, skis, submarines, camels, or simply on foot.
The Formula behind
Detective Stories on TV
8 Reading
Before Reading
Brainstorm a list of elements in a detective story.
09 Unit4 MG SA SB5 indd 50 7/26/11 8:19 PM PM 10_Unit4_MG_SA_TG5.indd 55 8/8/11 3:52 PM
Teachers Guide
4 The World of TV
50
8 Reading
With students books closed, write on the board:
Detective stories. Do the Before Reading activity
as a class: Brainstorm a list of elements in a detective
story. Elicit such information as flm titles, various
fctional detectives and detective novels.. Write notes
on the board of students ideas. (For background
information about various detectives, see the Culture
Note on this page.)
)) Play the audio. Ask students to listen with their

books closed.
Ask: Were any of your ideas on the board mentioned
in the reading? Which ones?
Draw students attention to the photos. Ask: Who are
these people? (They are Sherlock Holmes and Dr.
Watson.)
READING STRATEGY Active reading
Tell students that when they are reading for
information, it is helpful to highlight, underline, and
jot down notes on the text as they read. This will
emphasize the most important information in their
minds, helping them to recall it later.
Tell students to read the text silently, practicing active
reading. Have them highlight or underline the parts of
the text that they think are important as they read.
Arrange students in groups of three to compare
their marked-up texts. Have them notice what types
of information each group member highlighted
or underlined. Did they choose the same pieces of
information? Have them ask and answer questions
about why they thought certain pieces of information
were important but others werent.
For additional vocabulary practice, have students look
at the Vocabulary Building exercise on page 49. Have
them search the text for all of the words in the left
column and underline them.
Tell students to study the meaning of the words in the
context of the sentences.
Call on a volunteer to explain in his or her own words
each vocabulary word in the context of the reading.
Sample answers may include the following:
Detective stories are popular because we like mystery
and intrigue.
another element is that we always try to predict and
solve the case.
A good detective story always needs a hero.
The villains identity is sometimes a mystery and
sometimes introduced to the TV audience.
The detective uses intellectual reasoning, and
technological devices to solve the mystery.
There are scenes of action and danger when the
detective confronts the villain.
sometimes, the detective is captured and he has to
use his skills to escape.
Culture Note
Famous detectives
Inspector Morse was a very popular television series
of 33 episodes in the 80s, created by Colin Dexter.
John Thaw was the lead character. He works in Oxford,
England, as a criminal investigation ofcer, who likes
playing crossword puzzles. Morse is known by his
last name and when they ask his frst name he says
Inspector. He deals with criminals in his own manner
and has a very heated temperament.
Hercule Poirot is a amateur detective, created by Agatha
Christie has been featured in 34 novels and several
other short stories.. Mr. Poirot is a Belgian retired police
ofcer who likes traveling, very intelligent, had an eye
for fnding out details and solve all cases. He is charming
and also arrogant and usually calls himself as the greatest
mind in England. Some of the most famous novels are:
Murder on the Orient Express, Evil under the sun, Death on
the Nile, The Mystery of the Bagdad Chest, The incredible
Theft.
Perry Mason is a defense attorney created by Earl
Stanley Gardner. Earl has written over 80 novels and
became one of the best-selling authors. Perry Mason also
got a positive reception through the TV series being a
successful lawyer. He accepts cases mainly based upon
his curiosity regarding the clients problem. He was
acknowledged as a better detective by his clients but
also police detectives.
Sherlock Holmes was created by Sir Arthur Conan
Doyle, who wrote about 60 stories. Holmes was famous
for his powers of observation, which he used to solve
complex problems, crimes and mysteries. He is always
assisted by his friend Dr. Watsons. He lives at 221b Baker
Street in London. Holmes is so popular that a lot of
people believe that he is a real historical fgure. Some of
the most famous novels are: The Hound of the Baskervilles,
A Study in Scarlet, The sing of four, The valley of fear.
Teachers Guide
4 The World of TV
51
After Reading
Have students work individually to answer true or
false for each statement, referring back to the text as
necessary. Have them rewrite the false sentences to
be true.
Have students compare answers with a partner,
discussing any they have answered diferently and
evaluating which answer is correct.
Check answers as a class by calling on volunteers to
read the statements and give their answers.
Answers
1. false (They are popular both on TV and in literature)
2. true
3. true
4. false (There are diferent types of heroes)
5. false (Its hard to imagine that it will be altered)
9 Speaking
questions. Assign one student the role of reporter.
Monitor students discussions to make sure that
everyone is taking part. Have students copy the chart
in the notebook and write their ideas.
Ask a volunteer to lead the follow-up class discussion.
The volunteer should call on the reporters to share
the most interesting parts of their discussions and
then ask other students for any individual questions,
opinions, or responses.
Workbook
Teaching Tip
Devote suf cient classroom time to fully explain the steps in the
writing process and brainstorm possible topics as a class. This will
help students feel more confdent about writing their essays and
decrease anxiety.
Additional Activity
Create concept maps. Working individually, have students draw a
concept map like the one on this page. Say a concept, for example:
Movies. Students write this in the center circle and then quickly
write down all of the words that come to mind in the surrounding
circles. Give them only about a minute. Repeat this procedure with
several concepts. Have students compare their maps with a partner
and discuss the similarities and diferences in their maps.
Project: Movies, Movies
In groups, have students choose one English-language movie to
watch. (You might prepare a list of readily available, appropriate,
non-subtitled movies ahead of time for students to choose from.)
As a group, they watch the movie and write down 10 questions
about it. Groups compile their questions into a quiz to give to
another group. Then the groups watch the other movie and try to
answer the questions.
After Reading
Answer true or false. Rewrite the false statements to make them true.
1. ___ Detective stories are only popular on TV.
2. ___ The success of detective stories is due to a combination of elements.
3. ___ Many elements of a detective story are predictable.
4. ___ All detective stories have an intelligent and charming hero.
5. ___ The formula of detective stories is likely to change in the future.
51
If the detective is captured, he fnds himself in life-threatening situations and must use his skills to escape. He is then
even more determined to catch the villain.
One way or another, the detective always accomplishes his mission, much to the satisfaction of the audience. The
formula for detective stories is so successful; it is hard to imagine that it will ever be signifcantly altered. After all, who
wants to watch a detective story without action and adventure, or in which the villain wins?
9 Speaking
1. Work in pairs/groups. Compare two TV flms or documentaries that you have seen. Think about the
characters, setting, plot, story development, special efects, and other features in the TV flms; consider
the theme, setting, time period, history, special efects, and outcome in the documentaries.
2. Make notes in the appropriate chart. Use your notes to talk about the similarities and diferences of
the TV flms/documentaries that you have compared in class.
Title TV Film 1: ____________________ TV Film 2: ____________________
characters/actors
setting
plot
story development
special efects
other features
Title TV Documentary 1: _____________ TV Documentary 2: _____________
theme
setting/location
time period
history
special efects
outcome
09 Unit4 MG SA SB5 indd 51 7/26/11 8:19 PM 09 U 10_Unit4_MG_SA_TG5.indd 58 8/8/11 3:52 PM
10 Writing
A. 1. What kind of TV flms do you prefer? Why?
2. Are there categories of TV flms that you are not interested in
or you dislike? Which? Why?
3. Can you explain what is meant by flm genres?
What are genres? How are they defned?
How easy is it to classify TV flms?
Are there distinct and permanent categories? Why? Why not?
5. What are the distinguishing characteristics of diferent genres? Underline/highlight
words/phrases or sentences that provide the answer.
action adventure comedy drama animation epics
biopics detective horror war western science fction
4 The World of TV
52
Main Genres of TV Films
Film genres are categories of films based on theme, setting,
plots/stories, characters, and other specific features such as
special effects, computer enhancement, animation, etc. There
are major genres and subgenres. For example, adventure and
action films are quite well-known and associated with popular
heroes such as Superman or the Rambo sequels.
It is not always easy to classify films as they often combine
elements of different genres. Kung Fu Panda, for instance, is
an animated film which can also be categorized as an action
film. This is the reason why some films are listed in different
categories or a category that is more popular at a given time.
Film genres evolve through time. Action films featuring
martial arts specialists and superhuman heroes used to be
very popular over a decade ago. They still exist, but they seem
to have lost their initial appeal. If a film includes action and is
filmed in tropical settings, is it an action film or an adventure
film? Would you say that Toy Story belongs to animation as a
genre or comedy? Is it more of one or the other? And if so,
which?
Detective films are developed around stories of criminal
actions and include elements of mystery and suspense.
Dramas, on the other hand, are serious films, portaying
realistic life situations, character development, and interaction.
They include a number of subcategories, e.g. melodramas,
biographies, or biopics. Epics are usually costume dramas,
historical dramas, or war dramas in extravagant settings and
lavish costumes. They are sometimes a more spectacular
version of a biopic film, such as The Last Emperor.
Horror films are designed and produced to frighten audiences.
They are sometimes combined with science fiction when, for
example, Earth is invaded by an alien monster. Science fiction
films, on the other hand, are often visionary with futuristic
technology and extraordinary creatures from outer space. One
of the most famous examples of this genre is E.T.
War films portray the horror and destruction of war and
are often combined with documentary excerpts. They are
also paired with other genres depending on the story, e.g.
action, adventure, drama, comedy, etc. Finally, Westerns
represent one of the oldest genres with easily recognizable
plots, elements, and characters, including horses, dusty
towns, Indians and cowboys, good and bad guys, a sheriff
and deputies, etc. In other words, they follow a common
formula which has been modified, developed, expanded,
supplemented, and revisited over the years.
If you look up film genres in different sources, you will find
that they share some categories but not others. Once again,
this is quite natural, given the evolutionary nature of film
genres and changing trends in popularity that reflect overall
social and financial trends.
Teachers Guide
4 The World of TV
52
10 Writing
A
Direct students attention to the picture. Discuss what
they see. Elicit answers to questions. For example:
Where can you see scenes like this one?
What can you see in the background? Can you tell
where it is?
Who do you think the man is? What do you think
is about to happen?
Have students read the questions 1 and 2.
Elicit the names or kinds of flms they prefer. Ask them
to work in pairs and refect on what they would say
to a friend in order to convince him/her that this type
of flm is worth watching, so they can watch a flm
together.
Have students answer 2 individually then compare
with a partner. Tell students to move around the
classroom and fnd someone who dislikes the same
type of flms.
Read the directions for 3 with the class. Have students
work in pairs discussing the question. Call on
volunteers to present their answers for the class.
Read the directions for 4 with the class. Have students
work in pairs discussing the questions. Call on
volunteers to present their answers for the class.
Play the audio and have students listen and follow in
the text. Give them a few minutes to compare their
predictions with the actual information in the text.
Have students present their answers for the class.
Hold a class discussion on all the points raised in
task 4.
Answers for 4:
Categories of flms based on theme, setting, plots/ stories,
characters, and other specifc features such as special efects,
computer enhancement, animation, etc.
There are major genres and subgenres.
It is not always easy to classify flms as they often combine
elements of diferent genres.
No there arent because flm genres evolve according to appeal.
For example action flms with superhuman heroes used to be
popular over a decade ago. Theyre not so popular any longer.
Call on a student to read the directions for 5. Then
have students read the text and highlight words
which provide information on the distinguishing
characteristics of diferent genres. Tell them to
compare with a partner.
Answers for 5:
action: martial arts, superhuman heroes
adventure: tropical setting (unusual setting),
comedy: Toy Story (also animated)
drama: serious, realistic life situations, character development,
interaction, melodramas, biographies, blopics
animation: Toy Story(cartoon, design)
epics: costume dramas, historical dramas, war dramas,
extravagant settings, lavish costumes, spectacular version of
biopic flm
blopics: The Last Emperor (a flm based on a true story)
detective: criminal action, mystery, suspense
horror: frighten audiences, combined with science fction, earth
invaded by alien monster
war: horror and destruction of war, documentary excerpts,
paired with other genres
western: oldest genres, recognizable plots, elements and
characters, horses, dusty towns, Indians and cowboys, good
and bad guys, sherif and deputies, common formula, modifed,
revisited
science fction: earth invaded by alien monster, visionary,
futuristic technology, extraordinary creatures, outer space, ET
Call on pairs to report for the class. Hold a class
discussion on diferent flm genres.
Teachers Guide
4 The World of TV
53
B
Organize students in groups and have them read the
directions for 1. Elicit examples of formulas for diferent
genres. For example, a martial arts specialist who takes
on a number of bad people for a good cause.
Have students study the diagram, discuss the formula
of the genre they have chosen and fll out the diagram
with features/parts of the formula. Encourage groups
to be creative and add their own ideas.
Ask them to think about a flm and visualize scenes as
they discuss and make notes. Encourage them to work
together so they can all contribute their ideas and
what they remember.
Have students use their notes to present an overview
of the formula in class.
Call on a student to read directions for 3 in class.
Direct students to the Writing Corner. Elicit what they
know about diferent types of essay. Elicit what they
think the features of an expository essay are.
Read through the guidelines in the Writing Corner
with the class, discuss and elicit examples.
Point out that students will have to research and
collect information about the flm/genre that they
have chosen to focus on, including quotes.
If there is access to the internet you can ask students
to download a script and use it as a source of
information. Tell them that they can also search for
reviews and/or comments on the flm if they want.
Have students add to their notes in the diagram.
Direct students to the model text on the page.
Point out that they can use it as an example for their
introductory paragraph.
Remind students to look back at the text on page 52
for ideas and ways to organize their information and
write their essay.
Ask students to discuss and plan their essay in groups
or pairs. Then write the frst draft of their essay. Ask
them to help each other as they write.
Have students exchange and comment on/edit their
frst drafts.
Give students time to rewrite their essays taking
into consideration their classmates suggestions and
comments.
Encourage students to re-read their essays/proof-read
and make more corrections before they fnalize them.
Post the essays on the board or the wall for the class to
read later and make comments on post its.
Homework

and sentence level.
Additional Activity
Organize students in groups. Ask them to brainstorm on flm
titles and genres. Have them write each flm title on a slip of
paper, fold it and throw it in a bag. Shake the bag with all the
folded slips that you have collected from diferent groups. Ask
a student to take the bag around to each group for one of the
students to pick out a slip and open it. The group have to name
the genre of the flm.
Teaching Tip
Have students think, make notes and plan their writing. Explain
that it is important to focus on the content of a piece of writing
and think about the people who are going to read it.
A Coming-of-Age Film
The Lion King is a coming-of-age lm. Coming-of-age lms focus on a young persons
journey to adulthood, often both emotionally and physically. In these kinds of lms
there is usually a role model who helps teach the main character, and there is usually
a test that the character must undergo. The Lion King is a good example of this kind
of lm because. . .
Writing Corner
When you write an expository essay:
choose a specifc area of a topic to focus on
think about your audience or readers
research and collect information from diferent sources
think of examples and comments made by others
you can use quotes, exchanges, and arguments from your sources
if necessary, you can present the information in three main sections:
a. an introduction and thesis statement
b. a longer paragraph or a number of paragraphs presenting the information about
diferent aspects or categories of the main topic
c. a closing paragraph
you are free to use diferent types of text, arguments, and material, including visuals
53
B. 1. Think of a TV flm genre that uses a formula (e.g. action, adventure, comedy, Western).
Choose a particular TV flm in this genre as an example.
2. Think about the diferent parts of the formula. Use a diagram to make notes.
3. Write an expository essay in which you reveal and explain the formula behind the flm.
TV flm genre or title:
_________________
09 Unit4 MG SA SB5 indd 53 7/26/11 8:19 PM 09 U 10_Unit4_MG_SA_TG5.indd 62 8/8/11 3:52 PM
4 The World of TV
54
11 Project
1. When certain kinds of flms such as documentaries are being planned/designed, a storyboard is
created. A storyboard includes representative scenes with notes/comments. See the example below.
2. Think about the most important events and times of a Muslim persons life that you can present in a
documentary and make notes in the chart.
3. Use the storyboard framework below. Write the script/commentary of the documentary
under Comments and what will be happening in the scene under Action.
4. Use a large sheet of paper or cardboard to create a realistic storyboard. Draw and/or use
photos or parts of photos and drawings for the scenes. Transfer your script and action
notes onto the storyboard. You can write your notes by hand or word process them. Use a
font that is easy to read. Present your storyboard in class.
AGE Important events and times
0 10
11 - 15
16 - 20
Over 20
Students name:
Comments
Comments
Comments
Action
Action
Action
page 1 of
Production: Documentary: Events of a Muslim Persons Life
Panel
Footage
Panel
Footage
Panel
Footage
[Picture]
[Picture]
[Picture]
Teachers Guide
4 The World of TV
54
11 Project
Organize students in groups. Tell them that they are
going to design and produce a storyboard. Explain
that a storyboard is necessary for any production that
involves actors, actions and script (what the actors/
people are expected to say).
Read directions 1 with the class. Direct them to the
example in the second half of the page. Ask groups to
assign the sketching of each scene to the artistically
talented members of their team.
Call on a student to read the directions for 2 aloud
and discuss it in class.
Allow time for groups to discuss and make notes. Call
on individual students from each group to report in
class.
Have students read the directions for 3. Allow time for
them to discuss and decide on the events that they
are going to include in the documentary and how
they are going to present them.
Direct students to the chart and ask them to use it
in order to make brief notes or copy it on a sheet of
paper with more writing space.
Read the directions for task 4 with the class.
Have students assign roles and tasks to members of
their group. Explain that they have to think of every
single detail. Use questions like these to help them:
Where will each person stand in the picture?
What will they be looking at?
What will they be wearing?
Who else is going to be in the scene? Is he/she
going to enter the frame/scene halfway through
or from the beginning?
Which lines will the narrator and/or the person/
people involved deliver? What kinds of emotions
are involved?
What kind of props are going to be used?
What will the background be?
What is the setting? What is the set going to look
like?
Let groups organize themselves and work on their
storyboards. Encourage the narrators and individuals
(actors) to rehearse their lines. When they are ready
allow each group to take turns rehearsing for their
group. The rest of the groups watch and make
suggestions for improvement.
Have more trial runs if necessary and then have
students act out each picture as the storyboard for
the documentary is presented.
Evaluate the presentation of each storyboard. Use the
following criteria:
Action (interesting, boring, fairly interesting,
interesting, amazing etc.)
Script (clever, too long, too short, natural, artifcial, too
predictable, etc.)
People (realistic, interesting, strong, representative,
original etc.)
Acting (very good, good, average, needs
improvement)
Direction (very good, clever, creative, original,
uninspiring, etc.)
Setting (minimal but realistic, could be improved,
inventive, original)
Picture (good frames, focused, brilliant, not focused
enough, unclear, does not present actions realistically,
presents actions realistically)
Put storyboards up on the walls or the board for the
whole class to read after they have been presented
and evaluate.
Additional Activity
Have students share tasks and actions. Have them flm real
life incidents and/or use photographs (or download from
the Internet). Narrate, edit and where appropriate act out the
documentary and flm it.
Teaching Tip
When assigning roles and tasks, students sometimes get
impatient and do not assign tasks to the right people. If there
are quieter and less confdent students in your class fnd out
what their strengths are, for example, drawing, photography
and assign tasks accordingly. Assign artistic tasks to creative but
quieter students.
Teachers Guide
4 The World of TV
55
12 Self Reection
Brainstorm The World of TV. Write the title on the
board and elicit as many ideas and words as possible
from the class. Call on a volunteer to list the words on
the board.
in this part of the unit. Use questions to help them
Do you like any of the flms that are presented as
examples? Which? Why? Why not?
Which is your favorite TV flm? Describe it briefy.
Has it been successful? Why? Why not?
Whats the title of the flm that is based on the life
story of prominent mathematician John Nash?
Which flm is a documentary of Bruce Lees life?
form some sentences. For example:
Combine these sentences into one.
I am not sure what kind of flm Toy story is; it is
not a war flm; it is not a biography
My brother attended the meeting and I attended
the meeting.
My father doesnt want to drive to the dessert. My
brother doesnt want to drive to the dessert.
John Nash is very intelligent. He is also a highly
respected mathematician.
Answers:
Toy Story is neither a warm flm nor a biography.
Both my brother and I attended the meeting.
Neither my father nor my brother want to drive to the dessert.
John Nash is not only very intelligent but also a highly
respected mathematician.
questions and answers from pairs of students after
you give them a couple of minutes to think.
give reasons.
items.
say what the conversation is about in this lesson and
which expressions they remember.
Write the title of the reading on the board and
brainstorm on language and information that
students remember. Call on volunteers to list as much
as possible on the board.
What does the viewer know about the hero of
detective stories?
Is predictability appealing in detective flms?
Which are the main qualities of the hero?
Which are the qualities of the stereotypical
villain?
Ask students what they remember from the
discussion on TV flms and documentaries.
or dif cult.
say what they know/remember about flm genres.
as before.
Direct students to 11 Project page and hold a
and more or less interesting. Discuss what they did.
List some aspect of project work on the board. For
example:
Personalization
Creativity
Focus on meaning
Have students refect on the work they did with their
group and evaluate the activity. Identify the aspect
that they think they fulflled.
partner.
Discuss areas that student feel they need more work
Homework

55
12 Self Reection
Unit 4 Checklist
I can do this
very well.
I can do this
quite well.
I need to study/
practice more.
talk about TV flms and documentaries
identify genres of TV flms
agree and disagree with opinions
use bothand, not onlybut also, eitheror, neithernor
use independent clauses with and, but, or, so, and yet
from Unit 4:
D Y N E X
L A U N D R Y D E T E R G E N T
Trying to get rid of tough laundry stains
can be frustrating. Luckily, theres
Dynex Laundry Detergent. Dynex has
33 percent more cleaning power than the
next leading brand. If Dynex wont work,
nothing will! Yet, while Dynex is powerful
enough to get out the worst stains, it is
gentle enough to use with all your clothes.
Give it a try and see the Dynex difference
for yourself. Unless your clothes look their
best, you wont feel your best.
56
1. Do you think you are infuenced by advertisements? Explain.
2. Describe an advertisement that you think is memorable or efective.
The BMX3000 Sports Car
Introducing the new BMX3000. Set yourself
apart from the crowd with a car as modern and
sophisticated as you are. The
BMX3000 has everything you
ever dreamed of speed, beauty,
power, and performance. But be
prepared for the attention: Wherever
you go, people will watch and
admire you and your BMX3000.
Wake up and get into the car of your dreams. Drive a
BMX3000, because you only live once.
FLO
RA
L ES
S
EN
C
E S
H
A
M
PO
O
Put an end to dull, lifeless hair with Floral Essence Shampoo. Floral Essence
contains 28 vitamins and minerals, so your hair will shine with health.
Studies show that Floral Essences exclusive new formula makes your hair
twice as strong, while protecting your hair against the harmful effects of
wind and sun. Use Floral Essence Shampoo for strong and healthy hair.
Teachers Guide
56
Warm Up
With students books closed, write the title of the unit
on the board: Do You Really Need It? Ask: What do
you think the unit will be about? Elicit guesses, but
do not deny or confrm them.
Ask students to open their books to pages 56 and 57
and scan the pictures. Ask: Now what do you think
the unit will be about? (advertising and consumer
products) Say: When you want to buy something,
do you ever ask yourself Do I really need this? Ask:
What is the purpose of advertisements? (to make
people buy things)
introductory questions. Assign one student in each
group the role of reporter.

Unit Goals
Call on a student volunteer to lead the follow-up
class discussion. Have the volunteer stand at the
front of the class and call on the reporters to tell
about the most interesting parts of their groups
discussion and give examples of memorable or
efective advertisements.
Ask students to close their books or cover the pages.
)) Play the audio. Have students listen with their books

closed.
Stop the recording after each advertisement and ask
a few comprehension questions to make sure that
students understood the main ideas. Ask questions,
such as the following:
(The BMX3000 Sports Car)
What kind of car is this? (a fast, beautiful sports car)
What will happen if you drive this car? (Everyone will
watch and admire you.)
(Floral Essence Shampoo)
What will happen if you use this shampoo? (your
hair will be shiny and strong)
What have studies shown? (makes your hair twice as
strong, protects your hair against wind and sun)
(Dynex Laundry Detergent)
Why is this detergent better than others? (It contains
more cleaning power.)
What can this detergent do? (get out the worst stains)
(Crystal Spring Water)
How is Crystal Spring Water diferent? (It is all-natural
with no additives.)
Where does it come from? (a Swiss mountain spring)
What else is special about it? (It is good for
the environment.)
(Planet Mercury Sneakers)
If you wear these sneakers, what will you be able
to do? (run faster, jump higher, and perform better)
Who wears these sneakers? (an NBA star)

along.
Culture Note
NBA
NBA stands for National Basketball Association. It is a
league made up of professional basketball teams from
the United States and one from Canada.

Listening
in a lecture about
advertising techniques

Pronunciation
To before consonants
and vowels

Reading
Ads Everywhere:
Do You Buy It?

Writing
Write a persuasive
essay for or against
advertising in schools

VocabuIary
The advertising industry
Advertisement
techniques
Persuasive language

Functions
Evaluate and discuss
the infuence
of advertising
Create an advertisement
for a product
Advise someone
against something

Grammar
Adverb Clauses
because, because of,
since, and now that
(in order) to and
so (that)
if, even if, in case, only if,
and unless
where, wherever, and
everywhere
Teachers Guide
57
Quick Check
A
Call on a volunteer to read aloud the directions and
the list of vocabulary words in the left column.
Have students fnd and underline each word in the
advertisements. Tell them to study the context of
the word in the advertisement to help them guess
the meaning.
with their defnitions.
Check answers by having students read aloud the
words and the defnitions.
Answers
1. d 5. a
2. g 6. b
3. f 7. e
4. c
B
the questions.
Check answers by having pairs read aloud a question
and the answer. Elicit multiple responses for question
5 since answers will vary.
Answers
1. BMX3000 Sports Car
2. Planet Mercury Sneakers
3. Dynex Laundry Detergent and Crystal Spring Water
4. Planet Mercury Sneakers
5. I think the ad for the BMX3000 Sports Car is the best because it
makes me want to buy one.
2 Pair Work
Arrange students in pairs.
As a class, brainstorm products for which students
might create advertisements. Ideas include: an item of
clothing, a video game or system, a beauty or personal
hygiene product, or an item of sports equipment.
Ask pairs to create a poster to present to the class. The
poster should contain a paragraph of text, similar to
the advertisements on pages 56 and 57, and a picture
or illustration of the product.
Have pairs present their posters to the class. Have
the class vote on the best advertising campaign. Ask:
Which product would you buy?
Workbook
Teaching Tip
Give students tips for creating and giving efective presentations.
For example:
Stand up, look around the room, and make eye contact with all
of your classmates.
Speak loudly and clearly.
Be sure your poster is large enough for everyone to see and is
interesting and attractive.
Be excited about your presentation and information! If you think
that your presentation is exciting, your classmates will too.
Additional Activity
Ask: Do advertisements always tell the truth? Elicit opinions.
Direct students attention back to the advertisements on pages
56 and 57. Say: Find one claim made in each advertisement
that may not be true. Have students work with a partner to
fnd and underline the claims. Then have them explain why they
think each may not be true. Possible answers include:
Wherever you go, people will watch and admire you and your
BMX3000.
Floral Essence contains 28 vitamins and minerals, so your hair will
shine with health.
If Dynex wont work, nothing will!
With Planet Mercurys revolutionary new patented sneaker
technology, you can run faster, jump higher, and perform better.
Drink Crystal Spring Water because its good for your body and
good for the environment.
In most television commercials advertising milk, white
paint is used in place of the milk.
In most advertisements, the time displayed on a watch or
clock is 10:10.
facts
57
2 Pair Work
Work with a partner to choose a product. Create an advertisement for the product
and share it with the class.
Quick Check
A. Vocabulary. Match each word with its defnition.

1. ______ admire a. meant or planned
2. ______ brand b. causing big change
3. ______ exclusive c. combination of ingredients
4. ______ formula d. respect
5. ______ intended e. having high-class tastes
6. ______ revolutionary f. belonging only to one (company)
7. ______ sophisticated g. the name that identifes a product or manufacturer
B. Comprehension. Answer the questions about the advertisements.
1. Which advertisement appeals to the readers desire to be special?
2. Which advertisement appeals to the readers desire to do what other people are doing?
3. Which advertisements use statistics to sell their products?
4. Which advertisements use famous people to sell their products?
5. Which advertisements do you think are most efective? Why?
Crysta
l Sp
ring
W
a
ter
PLANET MERCURY
SNEAKERS
Until you put your feet in Planet Mercury sneakers,
you dont know what they are capable of. With
Planet Mercurys revolutionary new patented sneaker technology, you can run faster, jump higher, and
perform better. Why settle for less when you can
have the best? Take it from NBA star Derek Larkin,
who says, I wouldnt wear anything else on the
court. Join the Planet Mercury generation. Dont let
everyone else have all the fun.
58

3 Grammar
Adverb Clauses
An adverb clause is a dependent clause. It begins with an adverb and is always linked to an independent clause.
Because the shoes were on sale, I bought two pairs.
(adverb clause) (independent clause)
Dont buy that dress unless you really need it.
(independent clause) (adverb clause)
Note: When an adverb clause begins the sentence, use a comma to separate it from the independent clause.
When the adverb clause is at the end, do not use a comma.
Because, because of, since, and now that begin adverb clauses that give information about reasons.
They closed the store early since there were no customers.
Because of must be followed by a noun (or noun phrase).
They went to the mall because of the sale.
(In order) to and so (that) begin adverb clauses that give information about purpose.
(In order) to must be followed with the base form of the verb.
Advertisements use many techniques in order to convince people to buy products.
Clauses with so (that) usually include a modal.
I left my wallet at home so that I wouldnt be tempted to buy anything.
If, even if, in case, only if, and unless begin adverb clauses that give information about conditions.
Ill write down my phone number in case you need it.
Use if to show that the condition afects the result. Use even if to show that it does not. Use the present tense with
an if-clause, even if it refers to a future time.
We wont go to the picnic if it rains.
Were going to the picnic, even if it rains.
Where, wherever, and everywhere begin adverb clauses that give information about place.
He buys something wherever he goes.
The advertisements were placed everywhere you could imagine.
A. Match the main clauses and adverb clauses to form sentences. Use correct punctuation.
They patented their new formula so that no one else could use it.
1. They patented their new formula c
a. I feel so much more energetic
2. She cant use that brand of make-up b. only if I fnish my paper tonight
3. Even if you are in perfect health c. so that no one else could use it
4. I shop d. because shes allergic to it
5. Ill come to the picnic tomorrow e. where I can get the best prices
6. Since I started exercising f. you should have an annual checkup
Teachers Guide
58
3 Grammar
Adverb Clauses
Call on a student to read aloud the explanation.
Write each example sentence on the board and ask
students to label the parts. For example, write:
Because the shoes were on sale, I bought two pairs.
Ask: Which is the independent clause? (I bought two
pairs.) How do you know? (It is a complete sentence.)
Which is the dependent clause? (because the shoes
were on sale) How do you know? (It is not a complete
sentence.) Say: This dependent clause is an adverb
clause. How do you know this? (It begins with the
adverb because.)
Repeat this procedure with the second example
sentence, making sure that students can correctly
identify the independent clause, the adverb clause,
and the adverb.
Explain that adverb clauses give specifc information.
Write the title Adverbs on the board. Then draw a
4-column chart underneath it with the headings
Reasons, Purpose, Conditions, and Place. Ask
students to copy this chart down in their notebooks.
Because, Because of, Since, and Now That
Have a student read aloud the explanation. Look at
the example sentences as a class. Write the adverbs
because, because of, since, and now that on the
board in the Reasons column. Ask students to do the
same in their notebooks.
Elicit additional sentences from students that contain
adverb clauses beginning with these words.
(In Order) To and So (That)
(in order) to and so (that) on the board in the
Purpose column. Ask students to do the same in
their notebooks.
If, Even If, In Case, Only If, and Unless
the example sentences as a class.
Write the adverbs if, even if, in case, only if, and
unless on the board in the Conditions column. Ask
students to do the same in their notebooks.
Where, Wherever, and Everywhere
where, wherever, and everywhere on the board in
the Place column. Ask students to do the same in
their notebooks.
A
example.
Tell students to frst match the independent clauses
and adverb clauses. Then they rewrite the complete
sentences. Point out that both columns contain each
type of clause.
Have students work individually to match and rewrite
the sentences.
Check answers by having students write their sentences
on the board. Check for correct punctuation.
Answers
1. c They patented their new formula so that no one else could
use it.
2. d She cant use that brand of makeup because shes allergic
to it.
3. f Even if you are in perfect health, you should have an
annual checkup.
4. e I shop where I can get the best prices.
5. b Ill come to the picnic tomorrow only if I fnish my
paper tonight.
6. a Since I started exercising, I feel so much more energetic.
Teachers Guide
59
B
Have students read aloud each adverb in the box and
say what type of adverb it is (reason, condition, purpose,
or place). They can refer to the grammar box on page
58 or the chart in their notebooks.
Have students work individually to complete
the sentences.
Check answers by calling on students to read their
completed sentences aloud. Since more than one
answer is possible for 1 and 6, call on multiple students
to elicit all of the possibilities.
Answers
1. Even if / Unless 4. because of
2. so that 5. Wherever
3. in order to 6. Because / Since / Now that
C
Ask a volunteer to read aloud the directions. Look at
the example sentence together. Point out to students
that they must choose only one of the adverbs in
parentheses to use for each sentence.
Remind students to use correct punctuation in
their combined sentences. Review that a comma
follows the adverb clause if it comes before the
independent clause.
Have students work individually to combine the
sentences. Then have them compare sentences with
a partner.
Check answers as a class by having students write
their combined sentences on the board. Check for
correct punctuation.
Answers
1. Since we have no idea how to get there, were going to use
a map.
2. Now that a new leader has been elected, things are starting
to change.
3. Even if you get the fu shot, you can still get the fu.
4. She takes her electronic dictionary with her wherever she goes.
5. If you want to go to a top university, you must have
excellent grades.
6. Id be happy to keep you company unless you want to be alone.
7. The game was cancelled because of the rain.
8. Keep in touch so that I know how you are doing.
D
sentences and then compare them with a partner.
Call on multiple students to say their completed
sentence for each.
Answers
1. I will read more books now that I have more time.
2. Global warming will continue unless people begin taking better
care of the planet.
3. If I found my best friends journal, I would not read it.
4. Take a phone with you in case you need help.
5. Wherever you go these days, people are talking on the phone.
6. Unless you have a passport, you will not be allowed to cross
the border.
E
Have students work in pairs to write their advertising
script for toothpaste. Ask them to use at least three
adverbs from the box.
Call on several pairs to role-play their commercial.
Workbook
the unit.
TV advertisements are considered the most
efective type because advertisers can target
specifc groups of people who watch
certain programs.
facts
Teaching Tip
When presenting grammar, assess students comprehension and
mastery of a point and tailor the presentation as you go. Some
grammar points will require more examples and explanation
than others.
Additional Activity
Create a chain story using adverb clauses. Begin the story, and
then go around the room, asking each student to add another
line. For example: Now that I am old enough, I will apply for
a drivers license. Since I dont have a car, I will have to buy one.
In order to buy a car, I will have to save some money, etc.
Continue until all students have added to the story.
59
B. Complete each sentence with a word or phrase from the box. In some cases, more than one
answer is possible.
because of in order to since unless
even if now that so that wherever
Ill give you a call while were hiking
unless
I cant get a signal on my cell phone.
1. ______________________ it rains tomorrow, the parade will still happen.
2. It is important to wear your seatbelt ______________________ you dont get hurt in an accident.
3. People vote ______________________ have an impact on their government.
4. The football game had to be canceled ______________________ the heat.
5. ______________________ he goes, his little brother follows him.
6. ______________________ hes working in a prestigious law frm, he wears sophisticated clothes.
C. Combine each pair of sentences using the appropriate word or phrase in parentheses.
Ill buy an electronic book reader. I wont buy it if its too expensive. (because / unless)
Ill buy an electronic book reader unless its too expensive.
1. Were going to use a map. We have no idea how to get there. (since / so that)
2. A new leader has been elected. Things are starting to change. (unless / now that)
3. You get the fu shot. You can still get the fu. (even if / in order to)
4. She takes her electronic dictionary with her. She takes it to each place she goes. (unless / wherever)
5. You want to go to a top university. You must have excellent grades. (because of / if )
6. Id be happy to keep you company. You might want to be alone. (unless / if )
7. The game was canceled. The rain was the reason. (only if / because of )
8. Keep in touch. I want to know how you are doing. (so that / even if )
D. Complete the sentences with your own ideas.
1. now that I have more time. 4. in case you need help.
2. Global warming will continue unless 5. Wherever you go these days,
3. If I found my best friends journal, 6. Unless you have a passport,
E. Look at the TV commercial for toothpaste. Imagine
what the man is saying. Write a script for the
commercial, using some of the words from the box.
If you want sparkling, white teeth, try
Sparkle Bright toothpaste.
because in case so that
because of in order to unless
even if now that where
everywhere only if wherever
if since
60
4 Conversation
Kate: Wow. Look at all those bags! I wouldnt buy any
more if I were you. I think youre going to regret
spending so much money today. You bought four
sweaters, three dresses, and two pairs of shoes.
Deb: Actually, I bought three pairs of shoes. But dont
worry. Im not buying another thing. I dont think I
could carry anything else. And anyway, after all this
shopping, Im of cially broke.
Kate: Lets go so that youre not tempted to buy anything else. Hey, where are you going?
Deb: Look at this gorgeous sweater!
Kate: Deb! Didnt you just say you werent going to buy another thing?
Deb: Yeah, but now Im not so sure. I hardly have any red sweaters, and this one is adorable.
Kate: I thought you were broke. I would just walk away from it if I were you.
Deb: Well, I do have my credit card.
Kate: I dont think using your credit card is a good idea. Think carefully about it before you blow more
money on more clothes.
Deb: Youre right. Id better not max out my credit card. OK. Im going to show some self-control. If I stay
here another minute or two, Ill break down and buy it. So quicklets beat it.
Real Talk
broke = out of money
blow = waste money
max out = spend up to the limit
beat it = leave quickly
Your Turn
Role-play with a partner. Imagine that you are
about to do something that is enjoyable, but
probably isnt a good idea, such as spending
a lot of money on clothes, taking a nap when
you should be studying, or eating a second
helping of dessert. Your partner will try to
convince you not to do it, using the phrases
for advising against something.
1. Where are Kate and Deb? How do you know?
2. What is Kate trying to convince Deb not to do? Why?
3. What does Deb change her mind about in the conversation?
Advising Against Something
Are you sure you want to do that?
I dont think thats a good idea.
I wouldnt do that if I were you.
Im afraid youre going to regret it if you. . .
You should think carefully before you. . .
Teachers Guide
60
4 Conversation
Ask students to look at the photo without reading
the conversation. Ask: What are all these bags?
(shopping)
Write on the board: Where are the women? Ask
students to listen to the conversation for the answer
to this question.
)) Play the audio. Have students listen with their books

closed, or the conversation covered.
Elicit responses to the question on the board. (They
are shopping, probably at a mall or department store.)

Real Talk
Explain that these are informal words and phrases that
would not be used in writing or formal conversation.
Ask who says each word or expression and why. Elicit
answers, such as the following:
broke (Deb says this frst, meaning that she has
absolutely no money left to spend.)
blow (Kate says this, meaning that she thinks Deb is
wasting her money on clothes that she doesnt need.)
max out (Deb says this, meaning that it wouldnt
be smart to spend the maximum amount of money
possible on her credit card.) Point out that you
can max out other things, such as your cell phone
minutes, texting limits, computer memory, music
storage, etc.
beat it (Deb says this, meaning they should leave the
mall quickly before she buys something else.) This
phrase is usually used to mean leave quickly before
something bad happens.
Have students practice the words and expressions
with a partner. Write the following prompts on the
board for them to discuss:
When is the last time you were broke?
What kinds of things do you blow money on?
What is something that you often max out?
Tell about a situation when you had to beat it.
switching roles.
Discuss the questions as a class. Ask students to
read aloud the questions and call on other students
to answer. Dont confrm or deny answers yourself.
Rather, ask other students: Do you agree?
Answers
1. They are at the mall or in a department store. Deb has bought
a lot of diferent things.
2. Kate tells Deb not to buy anything else because she has already
bought a lot of clothes.
3. Deb decides not to buy the red sweater since she doesnt want
to max out her credit card.
Your Turn
Call on a student to read aloud the directions.
Focus students attention on the phrases in the box.
Explain that these are phrases that people often use
when they are politely trying to stop someone from
doing something. Model the phrases for students to
repeat, using correct intonation and disapproval in
your voice.
Have students work in pairs to role-play their
conversation, using phrases from the box.
Have a few pairs act out their conversations for the class.
Language Builder
The word max in the phrase max out is short for
maximum. A related expression is to the max, meaning
to the maximum point. For example:
Some athletes push their body to the max by exercising and
practicing continuously.
Another expression is maxed out, meaning exhausted or
incapable of doing more. For example:
I am maxed out after working so hard all week.
She is maxed out from trying to help too many people
at once.
Teachers Guide
61
5 Listening
Read the directions aloud and ask students to study
the chart.
)) Play the audio. Tell students to frst just listen for the
names of the products listed in the chart.
)) Play the audio again. Tell students to write the

advertising techniques.
)) Play the audio again to check answers. Pause the

recording as necessary.
Answers
Advertising Technique
1. Sparkle Bright toothpaste Endorsement
2. Dew Top cola Bandwagon Technique
3. Indigo jeans Anti-Bandwagon Technique
4. Caremark cards Emotional Appeal
5. Safe Home alarm systems Emotional Appeal
)) Audioscript
Good morning and welcome to the class Advertising 101. You
are here today because you want to learn the secrets behind
how advertisers sell to consumers. As you become more familiar
with the techniques advertisers use to sell their products, you
will notice that these same approaches pop up again and again,
selling everything from toothpaste to tires and life insurance to
laundry detergent. Lets take a look at some of these techniques.
Endorsements are one of the most popular types of advertising
techniques. This technique shows a famous person promoting the
product. Because viewers admire and want to be like the person,
they may want to use the product. Here is an example: Im famous
for my smile. But I owe that smile to Sparkle Bright toothpaste.
Another popular advertising technique is called the Bandwagon
Technique. To jump on the bandwagon is an idiom that means
to join something simply because it is fashionable. So when
advertisements use this technique, they try to make viewers
believe that they will be part of the popular crowd if they use
the product. Listen to an example: More and more people are
switching to the refreshment of Dew Top cola. Dont you want to be
one of them?
The Anti-Bandwagon Technique takes the opposite approach. It
encourages consumers to feel that if they buy a certain product,
they will show their individuality and be recognized as someone
special. When youre ready to break away from the pack, theres
Indigo jeans. Think for yourself. Indigo jeans.
Emotional appeal is a technique in which the advertiser tries
to get the viewer to respond to the commercial with some
kind of strong emotion. The advertiser wants the consumer to
associate the product with the emotion. Listen to two examples
of emotional appeal:
Even though my mama and I live miles apart, she is always in my
heart. Thats why Im sending her a Caremark card. Because when
you send Caremark, you send love.
Imagine if your home was burglarized in the middle of the night.
What would you do? How would you keep your family safe? Luckily,
with Safe Home alarm systems, you never have to worry about the
safety of your family and your home.
6 Pronunciation
)) Play the audio for the explanation. Have students

listen and read along.
)) Play the audio for the sentences. Have students

listen and repeat, or speak along with
the recording.
A
Answers
1. e 2. f 3. b 4. a 5. c 6. d
B
Workbook
The most efective Internet advertisements have fash
animation, motion, or video. They are dif cult to ignore!
facts
Teaching Tip
Encourage students to listen to English broadcasts that they fnd
interesting outside of class. If they are interested in the topic they
will try harder to understand it, and it will feel less like work.
Additional Activity
Arrange students in small groups. Assign each group one of the
advertising techniques discussed in the Listening. Have groups
fnd examples of print or media advertisements that use that
technique. Have them present their fndings to the class.
61
6 Pronunciation
The word to has diferent pronunciations. Before consonants, to is generally pronounced /tu/, like
the frst sound in the word tug. Before vowels, to is generally pronounced /tu/ like the word two.
Listen and practice.
1. Good morning and welcome to Advertising 101.
2. You are here today because you want to learn the secrets behind how advertisers sell
to consumers.
3. Because viewers admire and want to be like the person, they may want to use the product.
4. The advertiser tries to get the viewer to respond to the commercial with some kind of
strong emotion.
5. The advertiser wants the consumer to associate the product with the emotion.
A. You will see the following words in the reading on pages 62 and 63. Match the words with
their meanings.
1. ______ consumer a. shockingly strange or unexpected
2. ______ exposed b. design symbol of a business or product
3. ______ logo c. without planning
4. ______ outlandish d. diferent from what is typically expected
5. ______ spontaneously e. a person who buys things or services
6. ______ unconventional f. left unprotected
B. Check your answers with a partner. If you do not understand the meaning of a word, look it up in
a dictionary.
5 Listening
Listen to the lecture about advertising techniques.
Then identify the kind of technique each product uses.
Advertising Technique
1. Sparkle Bright toothpaste Whats good about it?
2. Dew Top cola
3. Indigo jeans
4. Caremark cards
5. Safe Home alarm systems
62
For most people, it is virtually impossible to go through
the day without seeing advertisements. From the time
we wake up and ip on the TV or check our email,
we are surrounded by advertisements. Tey are in
magazines, on buses, on billboards, online, and on
buildings, to name just a few of the places we see them throughout the day. According to a recent study,
the average person is exposed to between 400 and 600 advertisements each day. Tis means that by the
time we are 60, we will have been exposed to 40 to 50 million advertisements!
In the past, advertisements were usually designed to reach people in their homes through traditional
approaches, like TV commercials and newspaper and magazine ads. However, peoples viewing habits
have changed dramatically in the last couple of decades. Tese days, people are less likely to give one
form of media their full attention. For example, even if someone is watching TV, they are also often
using the Internet at the same time. Advertisers need the consumers attention in order to promote
their products. But because getting this attention is harder than it used to be, advertisers have been
forced to nd new ways of reaching the consumer.
One unconventional place advertisements are popping up is in doctors o ces. In some doctors
o ces, pharmaceutical companies advertise products on everything from boxes of tissues to the paper
covering the exam table. Doctors get free products, and the advertisers get the consumers attention.
Similarly, advertisements are becoming more common in schools. Free products such as book covers
and educational posters are oered by companies so that the company can advertise on these materials.
In the U.S., a company called Channel One broadcasts a ten-minute news program followed by two
minutes of commercials each day in 350,000 schools. Because the schools show these news programs,
the companies give them thousands of dollars worth of much needed audiovisual equipment.
Advertisers have found that one of the best ways to get consumer attention is to place ads in unusual
places. So, ads are popping up in all kinds of unexpected places like pizza boxes, grocery carts, air
sickness bags on airplanes, and even on pieces of food like bananas and apples. A television network
recently imprinted its logo on 35 million eggs. Tey called the approach egg-vertisements.
One of the strangest developments in advertising has been people selling advertising space on
themselves! Tis mini-trend began in 2005 when a man oered his face for advertising to the highest
bidder on eBay. A pharmaceutical company won the spot, paying the man $37,375 to place a
temporary sticker on his forehead to advertise one of their products. He may have been the rst to
oer such an unusual exchange, but he was not the last.
Perhaps the sneakiest form of advertising is called buzz marketing. Tis involves a company hiring
people to create excitement about a product. In exchange for free products or money, these people
ADS EVERYWHERE:
Do You Buy It?
8 Reading
Before Reading
Make a list of all the places you see ads in your everyday life. How
many ads do you think you are exposed to in an average day?
Teachers Guide
62
8 Reading
With books closed, discuss the Before Reading
activity and question as a class. Brainstorm all of the
places students see ads and write them on the board.
Have students guess at how many ads they see a day.
Do not confrm or deny answers at this point.
Have a student read aloud the title: Ads Everywhere:
Do You Buy It? Ask: Why is Buy in quotation
marks? Elicit or explain that buy has two meanings in
this title. The frst meaning is to purchase something.
The second, more idiomatic meaning is to accept,
believe, or support something. Ask: What are the two
meanings of the title? (Do you buy products that you
see advertisements for? and Do you accept the practice
of being exposed to advertisements everywhere?)
Direct students attention to the photos. Ask: Do
you recognize these cities? Elicit or explain that
the frst photo shows Shibuya, Tokyo, Japan and
the second photo shows Times Square in New York
City. Ask: What do you think about all of these
advertisements? Have a brief class discussion.
READING STRATEGY Previewing
Explain to students that previewing a text before
they read it will prepare them to understand it better.
Previewing gives the reader an idea of what the text
will be about and the reader can think about what he
or she already knows about this topic.
Ask students to read the frst sentence in the frst
paragraph, covering the rest of the paragraph. Ask:
What do you think you will learn in this paragraph?
(about the amount of advertisements people see in
a day)
Ask students to read aloud the frst sentence in
the second paragraph, covering the rest of that
paragraph. Ask: What do you think this paragraph
will tell you? (how advertisements reach people today)
Continue previewing the text in this manner, having
students read the frst sentence of each paragraph
and eliciting what they think they will learn in
that paragraph.
As a wrap-up to the preview, call on a volunteer to
summarize what the entire text will be about. After
reading the complete text, students are likely to be
surprised at how much information they learned just
by reading the frst sentence of each paragraph.
)) Play the audio of the text. Have students listen and

read along in their books.
Ask students to search the text for all of the words
in the left column and underline them. Ask them to
study the context of the words to help them better
understand the meaning.
Call on volunteers to explain in their own words how
the vocabulary words are used in the text. Sample
answers include:
Advertisements are designed to catch the attention
of consumers and make them want to buy or
use products.
The amount of advertisements that people are
exposed to every day and throughout their lives
is unbelievable.
Companies include their logos every place possible
for consumers to notice.
Using peoples bodies to advertise products is an
example of outlandish advertising.
Some people are hired to spontaneously discuss
products with people that they know to promote the
product without the other person knowing.
Unconventional places that we see advertisements
include bathrooms and elevators.
Culture Notes
eBay
eBay is an online auction and shopping site. It is owned
by the American Internet company eBay, Inc. In addition
to its U.S. website, eBay has more than thirty localized
websites in diferent countries around the world. Using
this site, anybody can buy and sell merchandise. A slogan
of the website is Whatever it is, you can get it on eBay.
Shibuya
Shibuya is one of 23 wards or districts in Tokyo, Japan. It
is known as a fashion center popular with young people.
Times Square
Times Square is an intersection in the heart of New York
City. It is recognizable for its many advertisements.
Teachers Guide
63
After Reading
Have students work individually to write answers to
these questions.
Encourage students to use their own words in their
answers. One way to do this is for students to reread
the part of the text that answers the question, and
then close their books to write the answer.
To check answers as a class, ask a diferent student to
read aloud each question and call on a classmate to
answer it.
Answers
1. The average person is exposed to between 400 and 600
advertisements each day.
2. TV commercials, newspaper ads, and magazine ads are
traditional advertising approaches.
3. Selling advertising space on ones body is a strange
development in advertising.
4. Buzz marketing is considered the sneakiest form of advertising.
9 Speaking
Have students in pairs to prepare the task.
Have students copy the chart in the notebook and
write their ideas.
Then form groups of four by putting two pairs
together.
Have the pairs explain to each other their ideas.
Workbook
The Gerber baby food company made a mistake when selling
their baby food in Africa. They used the same packaging as in
the U.S., a picture of an adorable baby. They later learned that
companies in Africa often put pictures on the label of whats
inside in case the consumers arent able to read the label.
facts
Teaching Tip
During class discussions, make sure that one or two students,
or you yourself, dont dominate the discussion. If necessary, ask
quieter students to lead the discussion by asking the questions
and calling on classmates to respond.
Project: Advertise Events
Brainstorm a list of events in your community or at your school
that need advertising. These could include clubs, sports events,
or events in the community, such as a local art show or bazaar.
Assign each group an event to advertise. Have groups create
advertisements for the event and, if possible, hang them around
the school. Encourage groups to be creative.
After Reading
1. How many advertisements is the average person exposed to each day?
2. What are traditional advertising approaches?
3. What does the author of the article consider to be one of the strangest developments in advertising?
4. What does the author consider to be the sneakiest form of advertising?
63
pretend to talk about the product spontaneously in
everyday settings to people they meet in their daily
lives. Sometimes professional actors are even hired
to pose as users of the product. If the technique is
done correctly, the consumers do not even know that
they were the target of buzz marketing. Lately, buzz
marketing has been spreading to chat rooms, Internet forums, and blogs.
Wherever we go, advertisements seem to follow. Unless youre reading this article on a desert island,
theres probably an advertisement close by. And there seems to be no limit to the lengths advertisers
will go to in order to catch our attention. In the years ahead, we can expect advertisers to come up
with even more creative, surprising, and outlandish forms of advertising in their ongoing eorts to
grab our attentionand our wallets!
9 Speaking
1. Work in pairs/groups. Think about advertising that is used to address adults, teenagers, and young
children in your country. Decide on 2-3 products and/or services for each age group. Which
advertisements are more memorable, in your view?
2. Talk about the slogans, images, and methods/techniques used in these advertisements and make
notes in the chart. Then use your notes to discuss your ideas in class.
Target group Product/service 1 Product/service 2 Method/technique
Adults
Teenagers
Young children
10 Writing
A. 1. Do you enjoy writing by hand? Why? Why not?
2. Do you think handwriting is a useful skill? Why? Why not?
What does handwriting involve?
Why are some people not keen to write by hand?
What can specialists fnd out about someone through his/her handwriting?
Why is word-processing popular?
Which types of tests are mentioned? What is the diference between them?
What is the writers viewpoint on the issue? Do you agree/disagree? Why?
4. Read the text again and identify:
thesis statements supporting statements
5. What are some of the diferences between this text and an expository essay?
64
1 .------, ----`
Handwriting involves forming letters with a writing
implement. Proper handwriting, i.e. cursive writing,
normally requires formal training that is still in place in
some schools. Naturally, at initial literacy levels young
learners are trained to manipulate a writing implement
and develop their eye-hand coordination so they can
form letters.
As learners get older, however, they are more reluctant
to write. One of the reasons mentioned is the fact
that most people word-process, making handwriting
unnecessary. Even older adults that used to have a
distinct handwriting style often claim to have lost the
ability to write smoothly and evenly. So is handwriting
obsolete? Should we forget about it?
Handwriting has been a very distinct identifying
feature. It represents the writer in more ways than
one. Graphologists analyze handwriting to determine
character traits, gender, personality, and emotional
state or to authenticate documents. Allowing it to truly
become obsolete would remove an identity marker
that has been regarded quite highly in historical and
personal terms. Handwritten notes of prominent
authors are coveted by collectors, who will often pay
exorbitant amounts to possess them.
On the other hand, most of us will invariably use a
computer when we write. It is fast and efficient, and
it makes editing so much easier. You can delete, copy,
paste, store versions of your work throughout stages
of editing for later reference; you can spell-check
and search for words or
alternative expressions.
Compared to all these
advantages, handwriting
seems so restricting
and restricted that most
computer literate people
limit it to scribbling notes for someone or filling in forms
that are not available in electronic form.
Tests, you might argue, require handwriting. Some
do and some are computer-based; it is true, however,
that a substantial number of pen and paper tests
require writing by hand within a set time limit. Rusty
handwriting is likely to affect the final score.
Overall, there seems to be some resistance to the total
and unbroken hegemony of the computer, indicating
that people do not want to become totally reliant on it.
They are keen to hang on to some of the more tangible
aspects of literate life that can be manipulated and
accessed without the help of a device, such as reading
books or writing by hand.
In view of the above, we would have to consider a
more inclusive standpoint that allows us to exploit
technological advances, while maintaining the
ability to write with a simple implement on a surface
for someone to read. Being able to record ideas,
information, and messages in a self-sufficient and
independent manner allows us to control the action
itself and continue being masters of our expression.
Teachers Guide
64
10 Writing
A
Write handwriting on the board and ask the students
how they feel about it.
Read questions 1 and 2 and hold a discussion in class.
Organize students into groups and ask them to
discuss question 2 in greater detail. Call on a student
from each group to report the group decisions.
Ask students to read the title and answer it. Divide the
class into two groups, one that thinks handwriting is
obsolete and one that disagrees. Give groups a few
minutes to prepare their arguments and then hold a
class debate.
Organize students into pairs. Have them read the
questions for task 3 and try to predict as many of the
answers as they can and make notes. Call on pairs to
suggest possible answers in class.
Divide the class into four groups A, B, C, D. Ask
each group to read part of the text. Group A reads
paragraphs 1 and 2
Group B reads paragraphs 3 and the frst 5 lines of
paragraph 4 (in the frst column)
Group C reads paragraphs the last 9 lines of paragraph
4 and paragraph 5
Group D reads paragraphs 7 and 8.
Set a time limit of 2 minutes for each group to read
its section silently and answer the questions that they
can answer.
Call on each group to report their answers.
Group A frst two questions
Group B third and fourth questions
Group C fourth and ffth question
Group D last question and comments.
As each group reports, ask the class to listen and
make notes.
Play the audio and have students listen and follow in
their texts. Ask them to check their notes as they do
so. Give them some time to discuss the notes on all
the answers in their groups and then check in class.
Hold a brief class discussion on the last point/
question. Allow students to express their opinion.
Answers:
Handwriting involves forming letters with a writing implement.
Cursive writing requires formal training and initial literacy
stages require children to learn how to manipulate a writing
implement and develop their eye-hand coordination.
Some people are not keen on handwriting because they prefer
word-processing.
Specialists can analyze a persons handwriting to determine
character traits, gender, personality, emotional state or to
authenticate documents.
Its popular because it is fast and efcient and facilitates
editing as people can make changes, add or correct parts of
a text without having to write the whole thing. In addition, a
computer can be used to check spelling through spell-check.
There are computer based tests and pen and paper tests.
Computer based tests do not require writing by hand within a
set time limit, whereas pen and paper tests do.
The writer is in favor of technological advances that allow us to
do things efciently but he is also keen to preserve the skill of
writing by hand without the help of a device; as a means of self-
sufciency and independence which is not reliant on machines.
Have students read directions for 4 and answer the
questions individually then compare with a partner.
Call on volunteers to report their answers for the class.
Answers:
Thesis statements
Paragraph 1: Handwriting involvesimplement.
Paragraph 2: As learners get older, to write
Paragraph 3: Handwriting has feature.
Paragraph 4: On the other hand, we write.
Paragraph 5: Some computer-based;
Paragraph 6: Overall, there reliant on it.
Paragraph 7: In view of standpoint
Subsequent information, details and arguments in each paragraph
are used as supporting statements.
An alternative way of analyzing the text would also make it possible
to consider the frst half of the last paragraph as the main thesis
statement with the rest of the paragraphs serving to support it.
Read the directions for 5 with the class. Ask the
students to work in pairs comparing this text and an
expository essay. Direct them to Unit 4 Writing Corner
to help them remember the features of an expository
essay.
Elicit ideas from diferent pairs and write them on the
board.
Possible answers:
Expository essay: objective statements, thesis and information that
has been researched and evidenced/ comments and examples
made by others/ quotes, exchanges and arguments from diferent
sources
Persuasive essay/this text: a thesis statement and a title that will
attract readers/ exploit controversy/ avoid controversy/ consider
diferent views/ use of questions/ objections to your arguments
or viewpoints and ways to overcome them/ focus on getting your
reader to agree with you.
Teachers Guide
65
B
Tell students that they will write a persuasive essay
about advertising in schools.
Read the directions for task s 1 and 2 with the class.
Organize students in groups and have them decide
what the advantages and disadvantages are about
advertising in schools.
Have them draw and organizer in their notebooks like
this:
Advertising
in schools
Advantages Disadvantages
Give groups time to decide according to their notes
whether they are in favor or against advertising in
schools.
Call on a student to read directions for task 3 aloud.
Direct students to the Writing corner. Call on diferent
students to read each point. Explain, discuss and
provide or elicit examples about the diferent points
raised.
Explain point one: a catchy or intriguing title that
draws the readers attention is important. Point to
the title in writing text, for example: Is handwriting
obsolete? Direct students to the title of the model text.
Elicit/ provide examples of texts from advertising
to illustrate how students can draw their readers
attention
Explain that the writer needs to take into consideration
diferent views and refer to them without ofending
anyone.
It is also essential to make the reader agree with the
writer.
Address direct questions to the reader to create
proximity. Some of the questions are asked and
answered in a way that makes the reader feel that the
writer knows or can read what is in his/her head.
Focus on the opposite view and think about questions
or arguments that people might ask to object. Address
the objections with counterarguments, facts and
examples.
Marketing is suggested as reference because it will
give you ideas about how to sell your opinion/
position.
Have students read the model text. Tell them that they
can choose to continue from where it stops or write
their own beginning.
Ask students to write a frst draft. Encourage them to
help each other.
Circulate and monitor as students work.
Have students exchange their frst drafts, read and edit
them. Encourage students to make suggestions in
order to help each other improve their essays.
Give students time to rewrite their essays.
Call on volunteers to read their essays in class. Have
the rest of the class exchange and read as many essays
as possible. Ask them to choose the ones they like best
to include in a class portfolio.
Homework

and sentence level.
Additional Activity
Divide the class into two groups depending on their position
on advertising in schools. Have them collate and edit all their
arguments and produce a group essay that presents and argues
their viewpoint.
Advertising in Schools: Why Im Sold
Brand names and advertisements are a part of everyday life. They are even
making their way into some schools. However, some people feel that schools
should be free of advertisements. I think this is silly. Even if kids dont see
advertisements in their schools, they see them everywhere else. I also think
seeing some ads in school can even be helpful because it gives teachers the
opportunity to teach students about advertising techniques
Writing Corner
When you write a persuasive essay:
design your title in such a way so as to alert your readers/audience about what is to come
make a thesis statement that will attract readers
notice thesis statements in advertising/marketing as examples
avoid being too controversial; your audience might be alienated if your are
make sure you have at least three supporting paragraphs
use facts and try to reward your reader for agreeing with you
in order to persuade, you need to present facts from an emotional or personal viewpoint
you might want to use questions that you can answer while involving your reader
ask yourself what objections your readers might have to your ideas, and select features and
benefts that you can present to overcome these objections
do not forget to write a conclusion carefully, going back to your initial thesis statement and
summarizing your facts/arguments
think of marketing and how marketers sell things to people!
65
Advertising
in schools
IS / IS NOT
a good idea.
B. 1. Decide whether or not you support advertising in schools.
2. Think about reasons why advertising in schools is a good or bad idea. Use an organizer to write
down your ideas.
3. Write a persuasive essay about this topic, trying to convince the reader that your view is correct.
66
11 Project
1. Work in pairs/groups. Think about the advertisements that you see, watch,
or hear every day. They can be billboards, advertisements in magazines or
newspapers, TV commercials, radio advertisements, leafets, stickers, etc.
2. Choose one that you think is benefcial and helpful to people.
3. Discuss and identify the product or service that is being advertised, the
target group, the text/script or slogan that is being used, the image, and
the message that the advertisement is trying to get across. Make notes in the chart.
4. Create a new advertisement for the product. Use a diferent medium. If for example, you have chosen
a magazine advertisement, you might want to develop a TV advertisement for the same product or
service. Use your notes to help you.
5. If you decide to create a TV advertisement, remember to make a storyboard. If, on the other hand,
you have decided to create a radio advertisement with people talking to each other, remember to
write a script. Finally, if you decide to design a magazine or billboard advertisement, make sure you
prepare a sample with photos, colors, special fonts, etc.
6. Role-play. Take on the roles of advertising teams and clients (company executives of the product or
service). Each advertising team has to present their new advertisement to the clients in a convincing
manner so they can persuade them to agree to it.
Product/service:
__________________
Existing advertisement New advertisement
The medium
Billboard Radio
Magazine TV
Newspaper Other: _______
Billboard Radio
Magazine TV
Newspaper Other: _______
The target group
The text/script or slogan
The image/design
The message
Special features/details
Teachers Guide
66
11 Project
brainstorm on popular advertisements
Read directions for task 1 with the class. Have students
work in groups discussing diferent advertisements
that they see or hear every day. Circulate and
encourage groups to think of diferent types of
advertisements.
Call on a student to read the directions for 2.
Give groups a couple of minutes to choose an
advertisement that they think is benefcial and helpful
to people.
Call on a student from each group to present the
groups decision and discuss in class.
Have students read the directions for task 3 silently.
Ask them to use the picture on the page as an
example and identify the product, the target group,
the slogan, the image and the message that the
advertisement is trying to get across.
Ask students to study the chart and use it to make
notes about the advertisement that they have chosen.
Read directions for task 4. Discuss where students can
fnd information.
Remind them to use the Internet, look up magazines
and talk to people to fnd out what they notice most
and what they remember from advertisements that
they have seen or read.
Read the directions for task 5 with the class and
elicit information about storyboards, scripts, visuals,
billboards, magazine advertisements and slogans.
Give groups time to discuss, make decisions and
design the new advertisement.. Remind them to
assign tasks to diferent group members and to make
sure there is at least one person making notes.
Have students work in groups and discuss the
information they have. Remind them to make notes
in the organizer. Encourage them to be as creative as
possible.
Call on a student from each group to present some
of their ideas for the class. Ask students to listen
carefully and discuss or comment on the ideas that
are presented.
Have groups plan and design their advertisement.
Encourage them to add their own ideas. Remind
groups to assign tasks and responsibilities to group
members depending on their skills and abilities. Tell
each group to appoint a chairperson that can control
the discussion and make sure everyone has a chance
to express their opinion and make suggestions.
Circulate and monitor participation. Encourage
quieter students to participate. Help when necessary.
If there isnt internet access, tell students that they will
have to do some of the work for the advertisement in
class and some after class.
In-class tasks: assign research and design tasks, assign
responsibilities, share the work among members of
the group
Discuss and draft essay, plan posters, collect and
organize available information.
Out-of-class tasks: Research the Internet for
information on successful slogans.
Explain to students that after they have collected all
the information and designed their advertisement,
they will spend some time in class coordinating
before they present it in the next or the following
lesson.
Read directions for task 6 with the class. Divide the
class into advertising teams and clients and have the
advertising teams present the new advertisements to
the clients in a convincing manner.
Include the successful advertisements in a class
portfolio.
Teachers Guide
67
12 Self Reection
Write Do You Really Need It? on the board and elicit
as many ideas and words as possible from the class.
List the words on the board. Ask students to say what
they associate the unit title with. Elicit answers from
volunteers.
Read the slogans and quotes and say which products
are being advertised.
Its the clear choice.
I wouldnt wear anything else on the court.
Put an end to dull, lifeless hair
Set yourself apart from the crowd with a _____ as
modern and as sophisticated as you are.
some questions. For example:
Complete these sentences:
They decided to go back home since _____________
___________________________________________
There was a lot of traf c because of ______________
___________________________________________
Many companies give customers free samples in order
___________________________________________
People remember him wherever ________________
___________________________________________
Have volunteers answer. Elicit more examples from
pairs of students after you give them a couple of
minutes to think.
give reasons.
items.
Direct students to pages 60, 61. Call on volunteers
to say what the conversation is about and which are
their favorite expressions.
Write ADS EVERYWHERE: Do you Buy It? on the board
and brainstorm on language and information that
students remember. Call on volunteers to list as many
words as they can on the board. Encourage the rest of
the class to make suggestions.
Have a class discussion about advertisements and
how they afect our lives.
or dif cult.
say what they remember about handwriting. Give
them some time to work in pairs and then call on
volunteers to answer.
as before.
and more or less interesting. Hold a class discussion
about project work and research. Elicit ideas from the
students and have them present their experiences for
the class.
Did they feel that they had the chance to present
their ideas?
Was it dif cult or easy to access diferent sources
and collect information? Why? Why not?
fnd photos?
Did they enjoy preparing their advertisement?
Would they change anything if they had the
chance to do it again? What?
Was there room for originality and creativity?
Why? Why not?
partner.
Homework

67
12 Self Reection
Unit 5 Checklist
I can do this
very well.
I can do this
quite well.
I need to study/
practice more.
evaluate and discuss the infuence of advertising
create an advertisement for a product
advise someone against something
use adverb clauses
from Unit 5:
6 The Gender Divide
68
1. In what ways do you think men and women behave diferently?
2. In what ways do you think their behavior is similar?
3. Do you think there are more similarities or diferences?
Do you think you know a lot about men and women?
Answer True or False for these statements.
Then check your answers with the results of gender studies.
1. Women talk more than men. True False
2. Women tend to worry more than men. True False
3. Men are more truthful than women. True False
4. Men are more easily bored than women. True False
5. Women have a greater tolerance for pain. True False
6. Women live longer than men. True False
Sandy: I think women talk much more than men.
Amal: Thats just a stereotype. Though I do think women talk more
than men about certain things.
Sandy: Like what?
Amal: Women like to talk about their feelings, but men usually dont.
Sandy: Mend rather talk about sports. Or cars.
Amal: Typical!
1. The common stereotype that women talk more than men is wrong. In fact, recent research shows
that there is very little gender diference in how much people speak. Some research suggests that
men tend to speak more than women in formal settings, and that women speak more in informal
situations. One study revealed that women speak an average of about 16,000 words a day, and men
do too.
2. Studies show that women worry more frequently and more often than men. This may be due to
the fact that womens brains produce less of a brain chemical called COMT, which controls anxiety.
Having less of this chemical can make it harder for a person to stop worrying.
3. Women lie frequently, and men do too. However, research shows that women and men tend to lie
about diferent things. Women are more likely to lie in order to try to not hurt a persons feelings. They
are also more likely to lie to try to avoid a confict. However, you are more likely to be told a lie by a
man for a diferent reason. Men more often lie in order to make themselves seem more impressive.
4. Studies show that men have more restless temperaments than women. For example, women seem
to have a capacity to adjust to repetitive tasks, but men dont. They dislike being asked to do such
tasks and are less likely to successfully complete them. It is speculated that women do better in these
situations because they have a greater ability to keep their thoughts and imagination active, even
during tedious activities.
68 Teachers Guide
6 The Gender Divide
Warm Up
With books closed, write the title of the unit on the
board: The Gender Divide. Defne the word gender if
necessary (male or female). Ask: What do you think
this unit will be about? (diferences between men
and women)
introductory questions. Write the questions on
the board for students to refer to. Tell them to focus
on the emotional or mental diferences between
men and women rather than the physical.
Have a brief class discussion about the questions,
allowing groups to share and respond to each
others opinions.

Unit Goals

VocabuIary
Gender words
Scientifc research
and studies
Comparative words

Functions
Talk about gender
diferences and
similarities
Discuss stereotypes
Ask for and
give directions

Grammar
Verbs + Infnitives or
Gerunds with
Diferent Meanings
Passive Forms of
Infnitives and Gerunds
Auxiliary Verbs after
But and And

Listening
in a discussion about
new and experienced
drivers

Pronunciation
Rising and falling
intonation on tag
questions

Reading
Do Men and Women
Speak the Same
Language?

Writing
the communication
approaches of a man
and a woman
With books still closed, tell students that they will listen
to the recording and take a quiz. Tell them to listen to
each statement and answer true or false. Explain that
their answers should refect their opinions.
)) Play the audio of just the quiz section of the

recording. Have students listen and answer true
or false.
)) Play the audio of the quiz section again for students

to confrm their answers.
Have students open their books and look at pages 68
and 69. Tell them to reread the quiz section to confrm
their understanding of the questions.
Tell students they can check their answers on page 69.
)) Play the remainder of the audio. Have students

listen and read along with the explanation of each
true/false statement.
Briefy discuss students reactions to the results of
the gender studies. Ask: Are you surprised by any of
these fndings? Which fndings surprised you? Which
fndings were you already sure of?
Refer back to the Warm Up discussion. Ask: Did
you discuss any of these gender diferences and
similarities in your earlier discussion? Do you feel
diferently about gender stereotypes now?
For additional vocabulary practice and to enhance
comprehension, give students time to reread the text
on pages 68 and 69. Ask them to underline any words
that they do not understand.
Have students work with a partner to compare their
underlined words. Have them study the context
of each word carefully and try to help each other
understand the meaning. Ask them not to use
a dictionary.
Working as a class, ask students to come to the board
and write any words that they are still not sure about.
Try to elicit the meaning of each word from other
students before giving the defnition yourself or
allowing students to look it up in a dictionary.
69 Teachers Guide
6 The Gender Divide
Quick Check
A
Have students look at the words in the box and then
fnd them in the quiz.
Check answers by calling on students to read aloud
the completed sentences.
Answers
1. stereotype
2. restless
3. repetitive
4. anxiety
5. intensity
6. capacity
7. temperament
8. tedious
9. gender
B
the questions, referring back to the quiz as necessary.
Check answers by calling on pairs to read aloud each
question and answer it.
Answers
1. Women tend to speak more in informal settings.
2. Womens brains produce less of a chemical that controls anxiety
than mens brains do.
3. Women tend to lie to avoid hurting anothers feelings. Men
tend to lie to make themselves look more impressive.
4. It is possible that women are better at keeping their thoughts
and imaginations active.
5. Women have a longer life expectancy than men. In the U.S., the
life expectancy for women is 79, but for men it is 72.
2 Pair Work
Call on a volunteer to read aloud the directions.
Have students work in pairs to think of another gender
stereotype. Have pairs write whether they think the
stereotype is true or false and give an explanation to
support their opinion.
Ask students to research their stereotype outside
of class to confrm their answers. Tell students to try
to fnd real scientifc studies done on the stereotype,
either in the library or on the Internet. If they are
not able to fnd any, tell partners to conduct their
own research.
Have pairs present their fndings to the class.
Workbook
Assign page 47 for practice with the vocabulary of
the unit.
Teaching Tip
Gender issues can be a touchy subject for some students,
provoking emotional responses. Be sure to keep the discussion
objective and not personal in order to avoid upsetting any
students. Remind students to respect each others opinions.
Additional Activity
Write the following English saying on the board:
Boys will be boys.
(This saying is often used to humorously excuse the behavior of
both boys and adult men.)
Discuss the meaning of it. Elicit sayings about men and women
from the students native language. Have students translate them
into English and write them on the board.
69
2 Pair Work
Work with a partner to think of another common stereotype about people. Decide whether
you think the stereotype is true or false. After class, do research to confrm whether your
decision was correct.
Quick Check

anxiety gender repetitive stereotype temperament
capacity intensity restless tedious
1. The __________ that blond-haired people are not smart is ridiculous.
2. We were bored and __________, so we decided to fnd something to do.
3. That flm is very __________. It shows the same place over and over.
4. I always feel overwhelming __________ the night before a test.
5. The __________ of the thunderstorm made the animals nervous.
6. Some people believe that animals have the __________ to feel the same
emotions that humans do.
7. Luisa has a lovely __________. Shes always happy and smiling.
8. Finding sources for an essay can be a time-consuming and __________ task.
9. The __________ of an animal often has a specifc name; for example, a male horse
is a stallion and a female horse is a mare.
1. In what types of settings do women tend to speak more?
2. What causes women to worry more than men?
3. What things do women tend to lie about? What things do men tend to lie about?
4. What might explain womens ability to deal with repetitive tasks better than men?
5. Which gender has the longer life expectancy? Give an example.
5. Many people assume that since women have babies, and men dont, women probably have a
greater ability to deal with pain. However, the research seems to indicate that, due to their body
chemistry, women actually have lower tolerance for pain. During recovery after surgery, women
tend to experience pain with greater frequency and intensity than men do.
6. Women outlive men all around the world, sometimes by an average of as much as 10 years. For
example, in the U.S., the average life expectancy is about 79 for women, but only 72 for men. The
gap is largest among people who live to be 100 or older. Worldwide among people 100 or older,
women outnumber men 9 to 1.
Answers:
1 . F a l s e ; 2 . T r u e ; 3 . F a l s e ; 4 . T r u e ; 5 . F a l s e ; 6 . T r u e
6 The Gender Divide
70

3 Grammar
Verbs + Infnitives or Gerunds with Diferent Meanings
Some verbs can be followed by either a gerund or an infnitive, but the verb + gerund and the verb +
infnitive have diferent meanings. These verbs are remember, forget, regret, stop, and try.
He always remembers to send his grandparents a gift on special holidays. (remember + infnitive =
remember to do a task)
He remembers sending gifts last year. (remember + gerund = remember having done something
in the past)
She sometimes forgets to call. (forget + infnitive = not remember to do a task)
She sometimes forgets calling. (forget + gerund = not remember having done something in the past)
I regret to tell you that I have a secret. (regret + infnitive = wish it were not necessary to do something)
I regret telling you my secret. (regret + gerund = wish it were possible to undo something done in the past)
We stopped to watch the sunset. (stop + infnitive = stop doing something in order to do something else)
We stopped watching the sunset. (stop + gerund = stop doing something)
I tried to reach them, but they didnt answer the phone. (try + infnitive = make an attempt to do something)
I tried reaching them by email. (try + gerund = try a specifc method to reach a goal)
Passive Forms of Infnitives and Gerunds
The passive form of an infnitive is: to + be + past participle.
Everybody wants to be respected by somebody.
The passive form of a gerund is being + past participle.
Being asked to settle an argument can be awkward.
Auxiliary Verbs after But and And
When an addition is made to a statement with but or and, often the main verb is not repeated. Instead, it is
replaced with an auxiliary verb.
but + subject + auxiliary
My sister isnt good at remembering special occasions, but my mother is.
John doesnt get frustrated easily, but Sam does.
and + subject + auxiliary + too (for positive sentences) or either (for negative sentences)
He enjoys outdoor activities, and his son does too.
We dont like going for walks in this heat, and he doesnt either.
A. Circle the correct form in each sentence.
1. Did you remember (to shut / shutting) the window before it started raining?
2. He stopped (to play / playing) football after he hurt his knee.
3. If you havent been able to get an answer from the boss on the phone, maybe you should try
(to send / sending) him an email.
4. Hell never forget (to score / scoring) that goal in the last minutes of the game.
5. Dont forget (to email / emailing) me the photos.
6. We regret (to inform / informing) you that your application has been declined.
Teachers Guide
6 The Gender Divide
70
3 Grammar
Verbs + Infnitives or Gerunds with
Diferent Meanings
Read the explanation and examples with the class.
For each set of examples, ask students to explain in
their own words how the meaning changes in the
sentence, by changing the gerund to the infnitive.
For example:
He always remembers to send fowers on their
anniversary. (He sends fowers every year on
their anniversary.)
He remembers sending fowers last year. (He sent
fowers last year.)
She sometimes forgets to call. (She sometimes
doesnt call.)
She sometimes forgets calling. (She sometimes
doesnt remember that she called.)
I regret to tell you that I have a secret. (Im sorry that
I have to tell you that I have a secret.)
I regret telling you my secret. (Im sorry I told you
my secret.)
We stopped to watch the sunset. (We stopped what
we were doing to watch the sunset.)
We stopped watching the sunset. (We fnished
watching the sunset.)
I tried to reach her, but shes not home. (I attempted
to get in touch with her.)
I tried reaching her by email. (I attempted to get in
touch with her by email.)
Direct students to exercises A and B for practice.
Passive Forms of Infnitives and Gerunds
Call on students to read aloud the explanations and
examples.
Ask: When would you choose to use passive forms
of infnitives and gerunds like in these examples?
(to emphasize that the subject of the sentence is
being acted upon) Explain that these forms are also
useful when making general statements.
Auxiliary Verbs after But and And
Read the explanation and examples with the class.
Elicit or remind students about auxiliary words. The
most common are do, have, and be.
Point out that only statements with and are followed
by too or either. Statements with but do not use too
or either.
Direct students to exercises D and E for practice.
A
Ask a volunteer to read aloud the directions. As an
example, write the following sentence on the board:
They stopped (to get / getting) directions at the gas
station before they got on the highway.
Then write on the board and have a student read
aloud the sentence, using both the gerund and
infnitive forms:
1) They stopped to get directions at the gas station
before they got on the highway.
2) They stopped getting directions at the gas station
before they got on the highway.
Ask: Which sentence is grammatically correct?
(They are both correct.) Elicit the diference in
meaning in the sentences. (In the frst sentence, they
did get directions before getting on the highway. In
the second sentence, they no longer continued their
past practice of getting directions before getting
on the highway.) Ask: Which sentence makes more
sense? (the frst sentence, using the infnitive)
Have students work individually to choose the correct
form in each sentence. Then have them compare
To check answers call on students to read aloud
their sentences.
Answers
1. to shut 4. scoring
2. playing 5. to email
3. sending 6. to inform
Language Builder
The following verbs can be followed by either a gerund
or infnitive and retain the same meaning:
begin continue love
cant bear hate prefer
cant stand like start
Teachers Guide
6 The Gender Divide
71
B
Have a student read aloud the directions and example.
Elicit additional answers to the example question.
For example: I have stopped drinking so much cofee.
Have students ask and answer the questions in pairs.
To check answers as a class, call on multiple students
to answer each question.
Answers
1. I remember going to the park every Sunday.
2. I forgot to go to my doctors appointment.
3. I tried to bake a cake, but it didnt turn out very good.
4. I will never forget visiting China.
5. I try to remember to take a vitamin every day.
6. I regret not buying some shoes I really liked.
C
Ask a volunteer to read aloud the directions
and example.
sentences, and then compare with a partner.
To check answers, call on students to write their
sentences on the board.
Answers
1. The trash needs to be taken out.
2. He expects to be promoted soon.
3. I remember being read to as a child.
4. He waited to be invited to sit down.
5. The car needs to be repaired.
6. Many celebrities enjoy having their picture taken.
D
Read aloud the directions and example sentence.
Have a student reread the example, inserting the
names of classmates.
Do this activity orally as a class. Call on volunteers to
read aloud the sentences, inserting classmates names.
Answers
1. John lives close to school, but Kurt doesnt.
2. Louis was in school yesterday, but George wasnt.
3. John is wearing blue today, but Mike isnt.
4. Natalie never comes to class late, and Melanie doesnt either.
E
Have a student read aloud the directions and example
sentence. Call on other students to read aloud the
information about Faris and Abdullah.
Arrange students in pairs to write additional
sentences. Have them write at least fve.
Call on a pair to read their sentences aloud. Ask
additional pairs to read aloud only sentences that have
not yet been given.
Answers
1. Faris likes Indian food, and Abdullah does too.
2. Faris doesnt like cofee, and Abdullah doesnt either.
3. Faris likes comedy shows, but Abdullah doesnt.
4. Abdullah likes video games, but Faris doesnt.
5. Abdullah doesnt like the beach, but Faris does.
Workbook
the unit.
Statistically, there are more men in the labor
force, but there are more women who have a
college degree.
facts
Teaching Tip
From time to time, during the last two minutes of class, ask
students to write down what they learned and what they are
still unsure of. Collect and use these notes as a warm up for the
next class.
Additional Activity
Bring in photos of famous people. Arrange students in groups.
Give each group two pictures and have them write as many
sentences as they can in two minutes, using auxiliaries after
but and and. Then groups exchange photos and do it again. See
which group wrote the most correct sentences.
71
B. Answer the questions about yourself.
What is something you once did that you have stopped doing?
I have stopped biting my nails when Im nervous.
1. What is something you remember doing often when you were a child?
2. What is something you forgot to do recently?
3. What is something you tried to do, but were not able to do?
4. What is something you will never forget doing?
5. What is something you try to remember to do each day?
6. What is something you regret doing?
C. Rewrite each sentence as a passive sentence.
The job candidate didnt expect the human resource manager to criticize him so harshly.
The job candidate didnt expect to be criticized so harshly.
1. You need to take out the trash.
2. He expects the manager to promote him soon.
3. I remember my father reading to me when I was a child.
4. He waited for his boss to invite him to sit down.
5. The mechanic needs to repair the car.
6. Many celebrities enjoy having photographers take their picture.
D. Complete each sentence with names of classmates and the appropriate auxiliary verb. When
appropriate, use too or either after the auxiliary verb.
Don often volunteers in class, and Alex does too.
1. __________ lives close to school, but ________________________________.
2. __________ was in school yesterday, and _____________________________.
3. __________ is wearing blue today, but _______________________________.
4. __________ never comes to class late, and ____________________________.
E. Read about Abdullah and Faris. Then describe the similarities and
diferences between Abdullah and Faris, using auxiliary verbs
and but or and.
Faris plays soccer, and Abdullah does too.
FARIS
Likes: comedy shows, Indian food, football, relaxing on the beach
Dislikes: cofee, video games, waking up early, hiking
ABDULLAH
Likes: game shows, Indian food, football, waking up early, hiking, video games
Dislikes: cofee, the beach, comedy shows
6 The Gender Divide
72
4 Conversation
Fahd: I dont know why the GPS cant fnd Lakeside Drive.
I think wed better stop and ask directions.
Faisal: Dont worry. Im sure I can fnd it. Lets try going
this way.
Fahd: I think were lost. Look. Theres a gas station. Lets
pull over and ask someone.
Faisal: Oh, all right.
Attendant: You look lost.
Fahd: You can say that again. Were looking for Lakeside Drive.
Attendant: I know this town like the back of my hand, and I can tell you that theres no street by that
name. Do you mean Riverside Drive?
Faisal: Oh, yeah! That must be it. I just got the street name wrong.
Fahd: Can you tell us how to get there?
Attendant: Its not far. Its just over on the other side of town. You need to turn left out of here. Then
go straight for a couple of miles. Keep going until you see an ice-cream shop. If you pass
Town Hall, youve gone too far. Take the frst left after the ice-cream shop and youll be on
Riverside Drive.
Faisal & Fahd: Thanks!
Fahd: I guess its a good thing I suggested we stop for directions. We would have been driving
in circles for ages.
Faisal: Dont make a big deal about it. Im sure I would have fgured it out eventually.
Real Talk
You can say that again. = I agree with you completely.
know (something) like the back of my hand = know something very well
over = used to emphasize location
for ages = for a very long time
make a big deal about = make something small seem very important
Your Turn
Role-play with a partner. Ask your partner how to get to his or her
home (or some other destination) from school. Your partner will give
you directions. Use phrases from the box.
1. How do Faisal and Fahd react
diferently to being lost?
2. Why couldnt they fnd the street
they were looking for?
3. How does each of them feel about
having stopped to get directions?
Asking for Directions Giving Directions
Am I headed in the right direction? Go straight onuntil you get to a
Can you tell me how to get to? If you see ayouve gone too far.
Im looking for Keep going until you come to a (crosswalk/set of traf c lights).
Take a left/right after the (frst, second, etc.) set of traf c lights.
When you get toyoull see a
Teachers Guide
6 The Gender Divide
72
4 Conversation
Draw students attention to the picture. Ask: What do
you see? (a driver using a GPS for fnding directions)
How many of you use a GPS device for fnding
directions? (See the Culture Note.)
)) Ask students to close their books. Play the audio for

students to just listen.
Ask several students to tell you just one thing that
they understood from the conversation. Make a few
notes on the board about their answers.

If students ask, explain that Town Hall refers to the
chief administrative or government building in a
town. This is where the ofce of the mayor or town
council is found.
Real Talk
Model the Real Talk expressions in the conversation.
Read aloud the whole sentence with appropriate
intonation for students to repeat.
Discuss the meaning of the words and phrases in the
context of the conversation. For example, ask: When
Fahd says You can say that again, how does he feel?
(He is a bit annoyed.) Explain that people often say
this when someone has just pointed out something
very obvious. Say a few obvious statements to elicit
the phrase from students. For example: (Ahmed) I
know you study hard. You look very tired. Elicit from
Ahmed: You can say that again.
Ask: What do you know like the back of your hand?
Elicit answers from several students. Point out that this
phrase often refers to places or locations. For example:
I know this town/street/neighborhood/hospital/
school like the back of my hand.
Explain that the word over when used to give
directions is not a necessary part of the sentence.
It only serves to emphasize the direction.
Say: Fahd says We would have been driving in
circles for ages. How long do you think they
actually would have driven in circles? Elicit that it
likely wouldnt be more than an hour or so. Fahd is
exaggerating. This phrase can refer to any length of
time but is often used to exaggerate the period. As
an additional example, say: I havent been to the mall
for ages. It has been at least three weeks. Ask: What
is something you havent done for ages? Elicit
various responses.
Say: When Faisal says Dont make a big deal about
it, how does he feel? (He is annoyed and doesnt want
to talk about it anymore.) As an additional example,
say: I dont like it when people make a big deal
about my birthday. Ask: What dont you like others
to make a big deal about? Elicit various responses.
switching roles.
Discuss the questions with the class. Have students
ask classmates the questions and elicit answers.
Answers
1. Fahd wants to stop and ask for directions, but Faisal doesnt.
2. They were looking for the wrong street name.
3. Fahd is glad that they stopped, but Faisal isnt.
Your Turn
Ask a student to read the directions aloud.
Focus students attention on the phrases in the box.
Provide a model of the phrases as necessary. For
example, tell students how to get to a nearby location
using the phrases for Giving Directions.
Have students work in pairs to role-play their
conversations. Tell them that if they are uncomfortable
giving directions to their home, to choose another
place in town. They may choose to be walking or
driving to the location.
Ask one or two pairs to act out their conversations for
the class. You might also have each pair act out their
conversation for another pair.
Culture Note
GPS
GPS stands for Global Positioning System. This is a space-
based global navigation satellite system. The system
provides positioning, navigation, and timing services to
users all over the world. GPS navigation devices are any
that receive GPS signals. They can be installed in phones,
cars, or handheld devices to help people fgure out
where they are and where they want to go.
Teachers Guide
6 The Gender Divide
73
5 Listening
Ask students to read the statements and make
predictions about the answers.
)) Play the audio twice. The frst time students just

listen. The second time they mark the sentences true
or false.
)) Play the audio again for students to check their

answers. Pause as necessary to discuss answers. For
false sentences, ask students to give the correct
information.
Answers
1. false (Ken Larder is the host of the show.)
2. false (The book is new.)
3. true
4. true
5. false (Younger drivers normally have faster refexes.)
6. true
7. true
)) Audioscript
Ken: Good morning and welcome to A.M. Chat. Im your host,
Ken Larder, and today were talking with Kevin Shields, the
author of Young and Mature Drivers: Driving Each Other Crazy,
a fascinating new book about the sometimes incompatible
diferences between young and older drivers. Kevin, good
morning, and welcome to the show.
Kevin: Thanks, Ken. Glad to be here.
Ken: Kevin, I want to begin by asking you about one of the
major issues the book focuses on: The diference between
younger and older drivers approach to danger while driving.
Can you tell us a little bit about this?
Kevin: Yes, Id be happy to. Its long been suspected that men
of diferent generations have diferent ways of reacting to
obstacles and potential dangers. Research has indicated that
these diferences are probably real. They reveal that experienced
drivers tend to have a better sense of the parameters involved in
each situation and react intuitively.
Ken: So, this means that experienced drivers have better
refexes, doesnt it?
Kevin: Certainly not. Experienced drivers simply have
encountered similar obstacles or dangers before and have
developed a number of strategies. Intuition, as we all know,
often has to do with accumulated knowledge and a range of
experiences. Younger drivers normally have faster refexes, but
they need to process all the information on the spot and make a
decision that they have probably not had to make before. So, it is
a more conscious process in their case that sometimes increases
stress or fear, depending on the individual.
Ken: So then it seems neither group has a total advantage in
such cases, do they?
Kevin: Well, the strategies experienced drivers use does give them
an advantage when having to regain control of the car or dealing
with spillage that makes the road slippery or driving on ice.
Ken: I remember hearing that experienced drivers usually have
lower car insurance premiums than new drivers. Thats true, isnt it?
Kevin: Yes, it is, provided that the experienced driver has a clean
record, with no major accidents.
Ken: Thats a bit unfair for new drivers, isnt it? I mean it makes it
considerably more expensive for a younger person who doesnt
really earn much if they have a job.
Kevin: Not really. While young drivers have quicker refexes, they
also tend to take greater risks and get into more accidents. Older
drivers are more cautious, and so get into fewer accidents. So new
drivers have their strengths, and experienced drivers do too. Each
group deserves to be given credit for what they do well.
Ken: So each group is the better driver in their own way, arent
they?
Kevin: Exactly!
6 Pronunciation
)) Play the audio for the explanation and the sentences.

Students listen and read along.
)) Play the audio for the sentences again. Students listen

and repeat, and then check whether the sentence has
rising or falling intonation.
A
Answers
1. d 2. e 3. a 4. c 5. g 6. h 7. f 8. b
B
Workbook
Teaching Tip
Having students say one thing they understood from a listening
is a non-threatening activity for them and a good assessment of
comprehension for you.
Additional Activity
Make copies of the listening script for students. Have them
practice role-playing the interview in pairs. Remind them to use
proper intonation on the tag questions.
73
5 Listening
Listen to the morning news show discussion about the diferent
strategies used by new and experienced drivers. Then answer true or
false. If the sentence is false, rewrite it with the correct information.
1. ______ Kevin Shields is the host of the show.
2. ______ The book they are discussing was written a long time ago.
3. ______ New and experienced drivers use diferent driving strategies.
4. ______ Experienced drivers seem to be better able to deal with
dif cult situations.
5. ______ Older drivers refexes are as fast as younger drivers.
6. ______ New drivers tend to get more stressed and frightened when dealing with a dangerous situation.
7. ______ Experienced drivers normally have lower insurance premiums than new drivers.
6 Pronunciation
Tag questions are short questions added to the ends of sentences. If the tag question uses rising
intonation, the speaker isnt sure of the statement and is looking for information. If the tag question
uses falling intonation, the speaker is sure of the statement and is expecting confrmation.
Listen and repeat. Then check whether the sentence has rising or falling intonation.
Rising Falling
Intonation Intonation
1. So this means that experienced drivers have better refexes, doesnt it?
2. So then it seems neither group has a total advantage in such cases, do they?
3. Thats true, isnt it?
4. Thats a bit unfair for new drivers, isnt it?
5. So each group is the better driver in their own way, arent they?
A. You will see these words in the reading on pages 74 and 75. Match the words with their meanings.
1. ______ content a. of or relating to women or girls
2. ______ convey b. observe an incident
3. ______ feminine c. emotionally close
4. ______ intimate d. subject matter
5. ______ literal e. communicate by statement or suggestion
6. ______ masculine f. category or type of living thing
7. ______ species g. concerned with facts only
8. ______ witness h. of or relating to men or boys
B. Check your answers with a partner. If you do not understand the meaning of a word, look it up in
a dictionary.
6 The Gender Divide
74
The diference in the ways that men and women communicate has been the subject of countless books, magazine articles,
talk show discussions, and jokes. These diferences can sometimes make men and women seem mysterious to each other,
and can occasionally make communication dif cult and confusing. People often jokingly say that men and women are
from diferent planets or that they are diferent species. But just what are these communication diferences and what is
their cause?
One basic reason men and women have such diferent ways of communicating is that they see the purpose of
communication diferently. Research shows that women use communication as a way of growing closer to people and
establishing intimate relationships. Women tend to use language to share thoughts and feelings, and to be supportive.
Meanwhile, men tend to see the goal of communication as accomplishing a task. Men most often use language to
persuade, argue, convey facts, and demonstrate knowledge.
Although men do not tend to use communication to achieve closeness, they have their own way of
bonding. In one study, 75 percent of the men surveyed said that their most meaningful experiences with
friends came not through talking, but through shared activities. In a related study, researchers found
that fathers tend to show afection to sons by helping them with tasks and challenges. Javier Moraless
experiences certainly support this idea. Says Morales, My dad and I are really close, but I wouldnt say we
talk very much. We spend a lot of time together doing things. We spent all of last Saturday repairing my
car, and this week were going hiking together. My dad and I have a deep bond. Just because were not
talking doesnt mean were not sharing important time together.
The content of what males and females talk about tends to be diferent as well. Researcher Deborah
Tannen has found that while feminine talk tends to focus on feelings, relationships, and people,
masculine talk tends to focus on sports, the economy, and facts.
Women talk to explore problems, but men do not. Instead, men talk to fx problems. This can sometimes
cause problems in communication. Janet West, a freshman in college, remembers encountering this
issue recently. I told my brother Derek about a problem I was having with my studies. He immediately
came up with possible solutions to the problem. Being told how to fx the problem was kind of
frustrating because it wasnt what I was looking for. I asked him to stop trying to fx the problem and try
talking with me about it instead. He seemed completely confused and said, Why bother talking about a
problem unless youre trying to fnd a solution to it?
Another way in which men and women difer is in the way they listen. Research has shown that men tend to place all of
their attention on one thing at a time, but women do not. Instead, women commonly divide their attention between a
number of things at once and make connections between these diferent things. Since this comes so easily to women, they
are sometimes frustrated when men struggle to do this. For example, a common complaint among women is that when a
man is watching television, he often doesnt hear a question asked by the person sitting right beside him. Sakura Kumi has
witnessed this many times in her house. Sakura says, My mother used to get so frustrated trying to get my fathers attention
while he was watching TV, and I did too. So she got into the habit of standing in front of the TV and saying, Hiroshi, Im about
to ask you a question. Its become sort of a family joke.
Research has shown that these communication diferences can be partially explained by the diferent ways in which the
male and female brains are structured and wired. For example, the left side of the brain, where logic and literal thinking are
processed, tends to be stronger in men. Meanwhile, women tend to think with the right side, which is where comprehension
is processed. The female brain also has more connections between the right and left sides, so their thought process is likely
to be more complex.
8 Reading
Before Reading
In what ways do you think men and women communicate diferently?
Do Men and Women Speak the Same Language?
Teachers Guide
6 The Gender Divide
74
8 Reading
With books closed discuss the Before Reading
question with the class. If students need help
responding, suggest specifc situations. For example,
say: When men get together what do they talk
about? When women are together, what do
they talk about? How do men and women react
diferently to a disagreement? Emphasize that there
are no right or wrong answers to these questions. You
are asking for students ideas and opinions.
READING STRATEGY Pause and refect
Tell students that when reading a long or scientifc
text, it is helpful to pause periodically and think about
what they just read. When they pause, they should
follow three steps. Write the steps on the board:
1) Summarize the main ideas of what you just read.
2) Comment on the information and add your
own thoughts.
3) Question anything that you dont understand.
Arrange students in groups of three. Tell them
that they will read the article silently, pausing and
refecting after every two paragraphs. During the
pause, group members will take turns summarizing,
commenting on, and questioning the paragraphs
they just read. Group members will respond by
adding ideas or answering questions to help each
other understand the article.
Monitor to make sure that students understand
the procedure. You might ask students to draw a
line under the second, fourth, sixth, and eighth
paragraphs as a reminder for them to stop at these
points. Be sure that students are reading silently
within their groups. Tell students who fnish reading
early to begin to prepare for the refection. Each
student should have a turn to summarize, comment,
and question.
Have students read the fnal paragraph silently.
Elicit feedback from students on the activity. Ask:
Did you like this exercise? Do you feel that you
understood the text better because of it?
Explain that, while reading, students can pause and
refect by themselves, following the three steps in
their heads.
)) Play the audio of the complete reading. Have

students listen and follow along in their books.
to the Vocabulary Building exercise on page 73. Ask
them to fnd and underline the vocabulary words in
the article.
Have students study the words in the context of the
article. Ask questions to elicit use of the vocabulary
words. For example, ask:
How is the content of mens and womens
conversations diferent? (They talk about
diferent things)
What do men use language to convey? (facts)
What does feminine talk usually focus on? (feelings,
relationships, people)
How would you describe an intimate relationship?
(when two people are close and tell each other
private things)
Which gender is stronger in literal thinking? (male)
What does masculine talk usually focus on? (sports,
music, facts)
Name two diferent species. (cats and dogs) Are men
and women diferent species? (no)
What has Sakura Kumi witnessed? (She has
witnessed her father not hearing a question asked
him because he is watching TV.)
Teachers Guide
6 The Gender Divide
75
After Reading
Have students work with a partner and take turns
asking and answering the questions.
Check answers by calling on pairs to read aloud a
question and answer it.
Answers
1. Women see communication as a way of establishing intimacy.
Men use communication to accomplish a task.
2. Men often bond through shared activities.
3. Men often talk about sports, music, and facts. Women often talk
about feelings, relationships, and people.
4. Women talk to explore problems, but men talk to solve problems.
5. Male and female brains are wired diferently, and men and
women are raised to behave diferently.
9 Speaking
Arrange students in pairs to discuss the questions.
Each student should use the questionnaire to ask each
other the questions.
Have students copy the questionnaire in the notebook
and write the answers as well as their on ideas.
Have students share and discuss their ideas in class..
Workbook
Men are from Mars, Women are from Venus is a popular book
about the diferences between men and women. It was
written by John Gray and published in 1992. The title of this
book has become a common phrase in English used as a
quick way to explain misunderstandings between men and
women.
facts
Teaching Tip
Studies have shown that when working in small groups, students
tend to learn more of the lesson material and remember it longer
than when the same content is presented in other ways. Students
who work in groups also tend to enjoy their classes more.
Additional Activity
Create a cloze activity from one or two of the quiz explanations on
pages 68 and 69. Delete every seventh or eighth word from the text,
leaving a blank for students to fll in. Make photocopies of this text for
students to try to complete, without referring to the complete text in
their books.
Project: Gender Stereotypes
Working in pairs, have students create a gender stereotypes quiz
like the one on pages 68 and 69. They may use those true/false
statements and add additional statements as desired. Tell pairs
to give the quiz to at least 5 people outside of class. Compile
the results to fnd out how many people believe in gender
stereotypes. Have pairs report their fndings to the class.
After Reading
1. What do women see as the purpose of communication? What about men?
2. How are men most likely to bond with others?
3. How does the content of men and womens talk tend to difer?
4. How do men and women approach problems diferently?
5. What causes men and women to communicate diferently?
75
Research has also shown that the diferent ways that boys and girls are raised has a signifcant
impact on how they communicate. Girls are raised to recognize and be sensitive to the feelings of
others. On the other hand, boys are taught to be more direct and goal-oriented. Being raised in such
diferent ways is bound to create two diferent styles of communication.
While the diferences in the way men and women communicate can sometimes cause confusion,
these diferences are also what help maintain a balance in communication. It ensures that a variety
of topics and viewpoints are explored, feelings are expressed, and problems are discussed and
solved. This balance is what makes communication so rich and interesting.
9 Speaking
1. Work in pairs/groups. Use the questionnaire to ask each other about the way you communicate with
people. If you like, add your own questions.
2. Compare answers with your classmates. Discuss individual preferences and your reasons.
3. Find people in class that communicate in a way that is similar to the way you communicate.
Do you talk about your problems?
Do you share your feelings with others?
Do you spend time with family/friends without talking?
Do you talk while you are doing something, e.g. fxing something, playing a game, etc.?
Which of these topics do you enjoy talking about? (circle)
people you know people you dont know sports TV video games books
clothes and accessories travel holidays food art cars buildings news
assignments activities shopping gadgets computers other: _________
10 Writing
A. 1. How do we communicate? Do we mostly communicate
through verbal or non-verbal language?
2. Try communicating these to your partner without speaking.
Can I have your pen, please?
Are you going to call me after school?
I went shopping yesterday.
3. Now write two of your own messages on a piece of paper,
fold it, and set it aside or give it to your teacher. Use non-
verbal language to communicate your message. Check.
How successful were you?
4. A picture is worth a thousand words. Explain.
5. Read the text and fnd:
the main thesis statement
the supporting paragraphs
the arguments used
6 The Gender Divide
76
When people talk about communication,
the first thing that comes to mind is
words or langauge. Language is our
primary means of communication as
human beings, which sets us apart
from other species. However, as studies
have shown, it is not the only means of
communication.
Think about a photograph taken in the
center of a town. It provides information
about the buildings, stores and services,
people and cars, plants, and all kinds of
details if you choose to take the time
to look at it more carefully. Now try
describing the picture and everything
you have identified in it to your friend or
write about it. How long do you think its
going to take you? Certainly a lot longer
than it takes a photo to convey the same
amount of information.
Suppose that you have just acquired
the latest electronic gadget. Would you
choose to tell your friend about it or
show it to him or her? Usually, we choose
to do the latter, i.e. show it to somebody
and point out all the new, amazing
features. In other words, pictures and
objects can speak for themselves more
efficiently and effectively than we can
through verbal language.
However, there are situations where a
different type of interaction is required,
when, for example, you run into
somebody you have not seen for some
time. You probably want to talk about
everything that has happened, ask him/
her questions, and talk about people you
know, and so on. This is definitely a case
that requires verbal language.
On a partly different note, you see a
friend you have not seen for some time
at a distance, e.g. different escalators at
the airport leading to different lounges.
You have both checked through security
and cannot go back; and you certainly
dont want to start shouting across the
airport building. You want to get his/
her cell phone number. You probably
resort to gesturing by holding your hand
next to your ear and pretending to talk;
you point to the phone, point to your
friend and use a hand gesture to signal
What? pointing back to the imaginary
phone. Your friend signals each number
by holding up the appropriate number
of fingers.
In other words, although language is
important and allows us to communicate
facts, feelings, thoughts, experiences, and
practically everything and anything that
we are interested in, it is not the only
way we communicate with each other.
As studies have shown, about 60 percent
of human communication is carried out
through non-verbal means, e.g. facial
expression, gestures, or illustration.
Maybe we should keep this in mind
when we are at a loss for words: our
eyes and overall expression can convey
what we cannot express through words.
Verbal and non-verbal communication
Teachers Guide
6 The Gender Divide
76
10 Writing
A
Direct students attention to the pictures at the top of
the page. Elicit ideas from them about the people in
the pictures. Use questions like these:
What is the origin of each person in the picture?
Do they both come from the same country?
What language do they use to communicate?
Read question 1 with the class. Have students answer
in pairs. Elicit and discuss answers in class.
Go through directions for task 2. Have students try to
communicate the messages to each other without
speaking. Call on students to demonstrate for the
class.
Call on a student to read the instructions for task 3.
Give students time to write their messages on slips of
paper, fold them and set them aside or give them to
you.
Call on students to use non-verbal language in order
to communicate their messages to the class. Check
the slip to fnd out how successful they are.
Write A picture is worth a thousand words. On the
board and ask students to think about its meaning
and explain it.
Answer:
A picture shows and represents so much that would otherwise
require a lot of time, efort and words to explain and even then one
might not do as good a job.
Hand out pictures to pairs of students to look at and
think about how to describe them. Call on students
to describe their picture as the rest of the class listen,
make notes and /or draw. Ask students to compare
their drawings and notes with the actual pictures and
decide how accurately they were described and/or
whether the information was conveyed successfully.
Read directions for 5 with the class. Ask students to
read the text and answer individually. Then have them
compare with a partner.
Discuss the answers in class. Ask students to refer to
the text.
Answers:
Main thesis statement: the second half of the frst paragraph;
Language is our means of communication
Supporting paragraphs: paragraphs 2 to 6.
Arguments: describing as opposed to looking at a photograph
of the center of town (par.2)
Showing or telling a friend about a new gadget (par. 3)
Situations where verbal language is required, for example when
running into someone you havent seen for a long time (par. 4)
Having to communicate with someone at a distance/at the
airport to get his phone number (par. 5)
According t studies 60% of communication is carried out
through non-verbal means. (par. 6)
Call on pairs to report their answers to the class.
Hold a class discussion about verbal and non-verbal
language.
Additional Activity
Do we all use the same gestures?
Elicit a number of words or phrases that students can
communicate through non-verbal language. Write them on
the board. Then ask the pairs to demonstrate using non verbal
language.
Teachers Guide
6 The Gender Divide
77
B
about the way diferent people communicate.
Have students read the instructions for tasks 1, 2 and 3.
Ask students to think of an Arab and a non-Arab
person individually and make notes in the chart.
Have them compare with a partner and add or modify
their notes.
If possible show the video of a news broadcast by
an Arab and one with a non-Arab. Allow students to
discuss in pairs or small groups and check their notes.
Help them identify gestures and facial expressions.
Call on students to report their ideas. Have the rest of
the class add to the chart and make notes. Encourage
them to ask each person to repeat or clarify points
as they listen, so they can complete their notes. This
way, they will have more information about some
nationalities/cultures and add new cultures that they
didnt know about.
Ask students if they know or have heard about
student exchange programs or programs that team
up schools from diferent countries. Elicit or ofer
information about such programs on a European
or Global basis. Tell students that in such cases
students are involved in projects that require online
communication between them. Explain that they are
given the opportunity to fnd out about each other
and their cultures on a personal basis, beyond national
stereotypes. Hold a brief class discussion.
Direct students to the Writing Corner. Have them read
each point and discuss it in class. Stress that they need
to consider diferent aspects of the topic/issue and
list similarities and diferences. Suggest that they use
a Venn diagram if they want to have a clear picture
of points/features that are shared as opposed to
diferences for each culture. Explain that the alternative
structure requires them to focus on a feature, for
example greetings between men in the diferent
cultures, followed by a focus on another feature such
as gestures of approval and a comparison/contrast in
diferent cultures and so on. The block method would
call for a discussion of all relevant features in one
culture followed by a subsequent discussion of the
same features in the other culture. The fnal part would
require students to compare, contrast and conclude.
Have students read the excerpt from a model essay
on the page. Ask them to identify the structure that is
going to be used. Get them to justify their answers.
Remind them how important it is to refect and give
them time to think about what they know. Point out
that the initial notes they make while they brainstorm
dont have to be perfectly organized. They can be used
as raw data to help them remember and organized
later in categories as mentioned in the guidelines.
Have students use their notes to draft an essay.
Remind them to organize their information and views
in an alternative or block structure. Circulate and
monitor; help when necessary.
Give students time to read their essays and make
comments and corrections individually before they
exchange with other students.
Have students exchange drafts and comment/correct
each others texts. Then ask them to edit and rewrite.
Call on volunteers to read their assays in class. Have
the rest of the students listen and make notes on
interesting information and views as well as points
that they would like to raise and challenge after the
essay has been read.
Have the class identify the structure of each essay.
Workbook

and sentence level.
A Friend from Sweden and a Friend from Poland
My two friends are also colleagues. We work together as researchers on an educational
project that encourages schools to communicate online with schools in other countries.
Although they come from dierent cultures, both of them are not really what you might
consider typical according to national stereotypes.
Erik, my Swedish friend, is a very friendly, outgoing person in a quiet manner. Janek,
my Polish colleague, on the other hand, does not look very friendly at rst but
Writing Corner
When you write a comparative/contrastive essay:
consider the diferent sides of the issue
develop a list of similarities and diferences
establish your basis for comparison
create a thesis for their relative importance, e.g. similarities outweigh diferences
structure your essay using an alternating or a block structure
a. an alternating structure involves a point by point discussion and can be quite systematic
and analytical
b. a block method allows you to discuss each aspect or topic in distinct blocks and then
conclude
compare and contrast
B. 1. Think of an Arab man or woman and a non-Arab man or woman you know personally or from TV.
2. Think about the way these people communicate. Research and collect information about culture-specifc
features of communication. Do you think they communicate in a way that is typical of their culture? Write
your ideas in a chart.
3. Write an essay about the communication approaches used by each person. Give examples to support
your ideas.
77
Arab persons name:
__________________________
Non-Arab persons name:
__________________________
Culture-specifc
communication
features
Communication
features that are not
culture-specifc
6 The Gender Divide
78
11 Project
1. Think about and research methods that people have used to communicate with others
throughout history. For example, Native Americans used to communicate through smoke
signals. They used a blanket to cover and uncover the fre in order to make a specifc
number of smoke pufs rise. Someone at a distance could watch and interpret the smoke
signals and understand the message that was being sent.
2. Work in pairs/groups. Find out about diferent methods of communication that have been
used through time and make notes in the chart.
3. Use your notes and the information that you have collected to prepare a PowerPoint
presentation for your class.
Communication Method 1 2 3 4
Description
Time period
Place
Person/group involved
Advantages
Disadvantages
Teachers Guide
6 The Gender Divide
78
11 Project
Tell students that they are going to research and
prepare a presentation on the ways people have
communicated through history.
Have them brainstorm on ways of communication
that they know about in groups. Call on a student
from each group to report the group information and
ideas.
Have students look at the photos in their book and
talk about them. Ask them to give reasons for their
answers. Elicit answers from volunteers and list ideas
on the board.
Sample answers:
Picture 1: a white dove with a message tied to its leg/ Doves were
used to carry mail
Picture 2: a postman in his uniform carrying his mail bag/ possibly
delivering letters
Picture 3: A man of Native American origin sending smoke signals
with a blanket
brainstorm on diferent methods used for
communication over distances.
Call on groups to present their ideas for the class. Ask
a member of each group to list the diferent methods
that are mentioned on the board.
Read directions for tasks 1 and 2 and have students
write as much information as they can in the
organizer. Encourage them to research and add
information.
Ask students to download and print information that
they fnd on the Internet as well as any promotional
material or leafets with information about mail
services, online communication, telephone
communication etc.
Organize students in groups and have them collate
their notes and fll in gaps in their chart.
Elicit ideas and guidelines about PowerPoint
presentations from volunteers. Allow students to look
back at their notes.
Have groups make decisions and assign tasks
to members of the group. Encourage them to
communicate after school in order to talk to each
other about what they found and coordinate the next
stage in their preparation.
Remind students that they will need to design
a PowerPoint presentation with photos and/or
drawings.
Allow time for research. This means that if students
dont have access to the internet or would like to
take photos of certain practices they will not be able
to complete their poster. In this case it would be
advisable to ask them to share the tasks they need to
complete, do the research, collect information and
visuals and complete the presentation for the next
lesson.
Call on each group to present. Suggest that they take
turns presenting sections of their group presentation.
Include the PowerPoint presentations in the
electronic class portfolio.
Additional Activity
Research and fnd out how people communicated during the
20th century. Find out which inventions afected communication.
Identify similarities and diferences between now and then, and
present them in class. Have a class discussion commenting on
similarities and diferences.
Teachers Guide
6 The Gender Divide
79
12 Self Reection
Write The Gender Divide on the board and elicit as
many ideas and words as possible from the class. List
the words on the board.
about this part of the unit. Use questions to help them
Circle the right word/s:
The common stereotype that men talk less than
women is wrong/right.
According to studies women worry less / more
than men.
Men and women tend to lie about diferent/the
same things.
Men can/ cannot adjust well to repetitive tasks.
Men have lower/higher tolerance to pain.
Answers:
wrong; more; diferent; cannot; higher
to explain the diference in meaning between the
sentences. For example:
I dont remember sending you this book. Are you
sure it was me?
They always remember to water the fowers when
were away.
We stopped to admire the view from the
mountain. It was spectacular.
We stopped driving to the seaside on the
weekend. Its too crowded.
Answers:
I dont remember having sent you this book. Are you sure it
wasnt sent by someone else?
They never forget to water our fowers when we are away.
We stopped driving in order to admire the view.
We dont drive to the seaside on the weekend any longer. We
used to but weve stopped doing it because there are too many
people.
give reasons.
say what the conversation is about in this lesson.
Write Do Men and Women Speak the Same Language? on
the board and brainstorm on language and information
that students remember. Call on volunteers to list as
much as possible on the board.
Organize students in pairs and ask them to answer
Name some of the communication diferences
between men and women and their causes?
How do men bond?
What does masculine talk tend to focus on?
What does female talk tend to focus on?
Do men and women listen in the same way? Why?
Why not?
or dif cult.
say what they remember about verbal and non-verbal
communication. Give them some time to work in pairs
and then call on volunteers to answer.
Have students scan pages 74 and 75 and make notes as
before.
and more or less interesting.
fnd photos?
Would they change anything if they had the chance
to do it again? What?
Did they enjoy designing the presentation? Did
everyone contribute?
partner.
their fve favorite words. Ask them to move around the
classroom and compare their notes with as many of
their classmates as possible.
they have chosen the appropriate suggestion from the
last column in order to deal with dif culties.
Homework

Assign More! Unit 6 for additional grammar and vocabulary
practice.
79
12 Self Reection
Unit 6 Checklist
I can do this
very well.
I can do this
quite well.
I need to study/
practice more.
talk about gender diferences and similarities
discuss stereotypes
ask for and give directions
use verbs + infnitives or gerunds with diferent meanings
use passive forms of infnitives and gerunds
use auxiliary verbs after but and and
from Unit 6:
80
1 Language Review

A. Complete each sentence by adding both...and, not only...but also, either...or, or neither...nor.
For some items, more than one answer may be possible.
1. _____________ Beijing _____________ Hong Kong are cities in China.
2. All numbers are _____________ even _____________ odd.
3. Solar energy is _____________ clean _____________ renewable.
4. _____________ Ayrton Senna _____________ Jim Clark were famous race car drivers.
5. In the Spanish language, nouns are _____________ masculine _____________ feminine.
6. _____________ Finding Nemo _____________ The Lion King are animated flms.
7. Studies have found that _____________ men _____________ women talk more than the other.
8. _____________ cars _____________ airplanes existed 200 years ago.
9. The word change can mean _____________ coins _____________ to become diferent.
10. Some words in the English language, like confict and suspect, are _____________ nouns
_____________ verbs.
B. Rewrite each pair of sentences as a single sentence with an adverb clause. Use a word or phrase from
the box to begin each adverb clause. For some items, more than one answer may be possible.
because if (in order) to only if so that where
even if in case now that since unless wherever
Check the product carefully. There may be defects.
Check the product carefully in case there are defects.
1. You feel anxiety about leaving your job. You should still do it.
2. The police will have trouble fnding the criminal. It would help if there were a witness.
3. We have fnished this tedious task. We can relax.
4. She feels restless. It doesnt matter where she is.
5. Lets choose our destination. Then we can book our trip.
6. More consumers buy that brand. It has a good reputation.
7. He wants to be accepted to a prestigious university. He will have to study hard.
8. The secret agent altered his appearance. It was difcult to recognize him.
C. Write two sentences about each item using adverb clauses.
I brought an umbrella in case it rains.
Wherever I go, I bring an umbrella.
2. a bilingual dictionary 3. a cell phone 4. a chocolate bar 1. a bicycle
EXPANSION Units 46
Teachers Guide
EXPANSION Units 46
80
1 Language Review
A
This exercise reviews using paired conjunctions,
which was presented in Unit 4. Refer students to the
grammar chart on page 46 for review as necessary.
Call on a student to read aloud the directions.
their completed sentences aloud. Elicit alternative
correct answers from students as appropriate.
Answers
1. Both, and
2. either, or
3. both, and / not only, but also
4. Both, and
5. either, or
6. Both, and
7. neither, nor
8. Neither, nor
9. either, or
10. both, and / not only, but also
B
This exercise reviews adverb clauses, which were
presented in Unit 5. Refer students to the grammar
chart on page 58 for review as necessary.
Ask a student to read aloud the directions and the
example sentence.
their completed sentences aloud. Elicit alternative
correct answers from students as appropriate.

Unit Goals
Answers
1. Even if you feel anxiety about leaving your job,
you should still do it.
2. The police will have trouble fnding the criminal
unless there is a witness.
3. Now that we have fnished this tedious task, we can relax.
4. She feels restless wherever she is.
5. Lets choose our destination so that we can book our trip.
6. More consumers buy that brand because it has a
good reputation.
7. If he wants to be accepted to a prestigious university,
he will have to study hard.
8. Because/Since the secret agent altered her appearance,
it was dif cult to recognize her.
C
This exercise also reviews adverb clauses. Refer students
to the chart on page 58 for review as necessary.
Have a student read aloud the directions, the example
sentence, and the names of the items.
Tell students to refer to the list of adverbs in the box
for exercise B for reference when forming their
adverb clauses.
Have students work with a partner to write
their sentences.
To check answers, call on multiple pairs to read aloud
their sentences for each picture.
Answers
1. I ride my bicycle wherever I go.
Since I got a new bicycle, I dont mind riding to school.
2. Now that I have an electronic bilingual dictionary, it is easier
to look up words.
I use my bilingual dictionary only if I cant understand the
English defnition.
3. I always carry my cell phone in case of an emergency.
Bring your cell phone so that you can call me when you
get there.
4. I cant resist a chocolate bar, even if Im not hungry.
Im not hungry for dinner because I ate a chocolate bar earlier.

Writing
Write an essay
about tales involving
animals

Language Review

Reading
Strange and ridiculous
folk beliefs

Language PIus
Every day idioms
Teachers Guide
EXPANSION Units 46
81
D
This exercise reviews using verbs + infnitives
or gerunds with diferent meanings, which was
presented in Unit 6. Refer students to the chart on
page 70 for review as necessary.
Read aloud the directions and example.
Point out to students that they will rewrite each direct
speech statement as reported speech, using the verb
in parentheses. Remind students to choose either the
gerund or infnitive form based on which makes more
sense in the context of the sentence.
sentences, and then compare with a partner.
Call on volunteers to read their sentences aloud.
Answers
1. Ahmed regrets buying her car.
2. Abdullah regrets not being able to be at the meeting.
3. Tom got so bored of that TV show that he stopped watching it.
4. Allen told us to remember to vote on Monday.
5. Dennis will always remember watching the Olympics live.
6. Andrew and Jack were driving when they stopped to watch
the freworks.
7. Kaya is trying to fnd a dress for the wedding.
8. Jimmy asked if we tried looking online for the tennis match
schedules.
E
This exercise reviews using auxiliary verbs after but and
and, which was presented in Unit 6. Refer students to
the chart on page 70 for review as necessary.
Have students work individually to write sentences,
and then compare answers with a partner.
Answers
1. Gold is a kind of metal, and silver is too.
2. Shoes are worn on the feet, but gloves arent.
3. Alligators dont live in the desert, and monkeys dont either.
4. An uncle is a male relative, and a nephew is too.
5. Ice is a form of water, and steam is too.
6. Elephants arent predatory animals, and deer arent either.
7. Kenya is an African country, and Nigeria is too.
8. Men often wear ties, but women dont.
9. Apples arent tropical fruits, and cherries arent either.
10. Colombia is in South America, but Canada isnt.
11. Penguins cant fy, but parrots can.
12. The United States doesnt have a royal family, but
England does.
F
This exercise also reviews auxiliary verbs after but
and and.
Read the directions and example aloud.
Have students work in pairs to write their sentences.
Ask them to write at least two sentences for each pair
of pictures.
To check answers, call on pairs to read their
sentences aloud.
Answers
1. China is a large country, and the U.S. is too.
2. A cell phone is a form of technology, and a laptop is too.
3. A burrito is a typical Mexican food, but sushi isnt.
4. A mechanic fxes cars, but a race car driver doesnt.
Workbook
Assign pages 5557 for review of vocabulary and
grammar presented in Units 46.
Additional Activity
Play Grammar Bingo. Create a grammar bingo card for each
student. The card should have four squares across and four
squares down, each containing a word, phrase, or sentence
that you want to practice. Include the following grammar
points from Units 46:
adverb clauses of reason, purpose, condition, and place
auxiliary verbs after but and and
paired conjunctions: both...and, not only...but also, either...or,
neither...nor
verbs + infnitives or gerunds with diferent meanings
Distribute the cards with chips or bits of paper to cover the
squares. Call out grammar points. For example say: Who has
an adverb clause with because? If students have a sentence
containing an adverb clause with because, they cover it with a
chip. When a student has covered four squares in a row, vertically,
horizontally, or diagonally, he or she says Bingo! Check the card
for accuracy. Continue playing with the other students or start
a new game.
81
D. Explain what each person is saying. Use the verb in parentheses, followed by a gerund or an infnitive.
Sabrina: Oh no! I think I left the oven on when I left my house. (forgot)
Sabrina thinks she forgot to turn o the oven.
1. Ahmed: I shouldnt have bought this car. It keeps breaking down. (regret)
2. Abdullah: I wish I could be at the meeting, but unfortunately I cant. (regret)
3. Tom: We got so bored of that TV show. We dont watch it anymore. (stop)
4. Allen: The election is Monday. Make sure you vote. (remember)
5. Dennis: Watching the Olympics live was incredible. I will never forget it. (remember)
6. Andrew: Jack and I were driving when we saw freworks. We pulled over and watched them. (stop)
7. Kaya: Im looking for a dress for the wedding. (try)
8. Jimmy: Did you look online for the tennis match schedules this weekend? (try)
E. Use the words to write sentences with but or and + an auxiliary verb.
ice cream is made from milk / butter
Ice cream is made from milk, and buter is too.
1. gold is a kind of metal / silver
2. shoes are worn on the feet / gloves
3. alligators dont live in the desert / monkey
4. an uncle is a male relative / nephew
5. ice is a form of water / steam
6. elephants arent predatory animals / deer
7. Kenya is an African country / Nigeria
8. men often wear ties / women
9. apples arent tropical fruits / cherries
10. Colombia is in South America / Canada
11. penguins cant fy / parrots
12. The United States doesnt have a royal family / England
F. For each pair of pictures, write sentences with but or and + an auxiliary verb.
China is in the east, but the U.S. isnt.
1. China / the U.S. 3. a burrito / sushi
2. a cell phone / a laptop 4. a race car driver / a mechanic
82
2 Reading
Before Reading
1. What do you know about strange beliefs in other cultures?
2. Why do you think these beliefs are irrational?
People from other cultures have some strange
even ridiculousfolk beliefs that can cause them
to feel fearful or secure depending on the situation.
Even though most modern people know that such
folk beliefs are irrational, it is surprising how much
they still allow these ideas to infuence their lives.
Most folk beliefs originated hundreds or even
thousands of years ago. In those times, people
came up with folk stories to explain things they
could not understand like the forces of nature.
These beliefs gave people a false sense that they
could protect themselves or avoid dangerous
situations.
Many of these folk beliefs involve numbers. For
example, the belief that the number 13 can
cause bad situations to happen is pervasive in
many Western cultures. In fact, the fear of the
number 13 is so common there is even a word
for it: triskaidekaphobia! This ridiculous notion is
so widespread that many hotels and apartments
either only have 12 foors or the 13th foor is
omitted, and the foor after 12 is labeled 14. Many
airports dont have a 13th gate, and many airplanes
dont have a 13th row of seats. In some cultures,
people even avoid
planning important
events on the 13th of
the month. There are
many theories about
why 13 is feared. One
is that the ancient
Egyptians believed
that the number
represented death.
Not all cultures have the same associations with
numbers. For example, unlike Westerners, neither
Chinese nor Japanese people have bad associations
with the number 13. However, they have their
own irrational beliefs about the number 4. The
word for the number 4 sounds the same as the
word for death. As a result, buildings in China and
Japan usually do not label a 4th foor. This belief
even afects how products are packaged in Japan.
Even though there are four people in the average
Japanese family, most products, like chopsticks
and dishes, are sold in packs of either three or fve.
Wouldnt it be more logical to just invent a new
word for the number 4?
On the other hand, the number 8 is considered to
be a prosperous number in the Chinese culture as it
sounds like the word that means to generate wealth.
It is much sought after in addresses, license plates,
and telephone numbers. The opening ceremony of
the Olympic Games in Beijing started at precisely 8
minutes and 8 seconds past 8 p.m. on the 8th day
of the 8th month (August) in 2008!
Another silly belief about attracting misfortune
involves breaking a mirror. In ancient times, it was
believed that a mirror was a refection of the person
looking into it. If someone broke the mirror, it was
believed to do harm to the actual person. Unless
the mirror was buried outside in the moonlight, the
person would have seven years of bad fortune.
A number of other strange folk beliefs relate not to
behavior, but to objects and animals. Simply having
a certain object or seeing a certain animal was
thought to have a positive or negative impact. For
STRANGE AND
RIDICULOUS FOLK BELIEFS
EXPANSION Units 46
Teachers Guide
EXPANSION Units 46
82
2 Reading
Before Reading questions. For question 1, have them
list as many folk beliefs as they know.
Elicit folk beliefs from the class and write them on
the board. Ask students to explain the history of any
beliefs if they know it.
READING STRATEGY Using prior knowledge
Ask students to look at the pictures on pages 82 and
83 without reading the article. Ask: What objects
do you see? (horseshoes, the number 13, a four-
leaf clover, and a black cat) Ask: What do you think
these objects have in common? (They are all items
connected with folk beliefs.)
Ask: Can you explain any of the folk beliefs involving
these items? Elicit answers and write notes on the
board, but do not confrm or deny answers at this
point. Students may or may not what they represent
in other cultures.
)) Play the audio for the article. Ask students to just

listen, with their books closed.
Ask: Did you hear about any of the folk beliefs
shown in the pictures? (yes) Which ones? (the black
cat, the number 13, the horseshoe, and the four-leaf
clover) Which items bring bad luck? (the black cat
and the number 13) Which items bring good luck?
(the horseshoe and the four-leaf clover)
)) Play the audio again. Ask students to open their

To check students general understanding of the
reading, ask a few questions. For example:
Are most folk beliefs new? (No. They have usually
been around for hundreds or thousands of years.)
Are there many folk beliefs about letters?
(No. There are many folk beliefs about numbers.)
Are folk beliefs the same all over the world?
(No. They are diferent in every culture.)
Explain briefy the most interesting thing you
learned from this reading. (Answers will vary.)
Culture Note
Folk beliefs
It is considered good luck to fnd a four-leaf clover
accidentally in nature probably because they are so rare.
It has been estimated that there are approximately 10,000
three-leaf clovers for every one four-leaf clover.
The Great Plague
The Great Plague is also sometimes called The Black
Death. It was one of the deadliest pandemics in history.
An estimated 75 million people died from the plague
worldwide between 1300 and 1400. Approximately
2550 million of those deaths were in Europe. The Black
Death is estimated to have killed 30 to 60 percent of
Europes population at that time.
Teachers Guide
EXPANSION Units 46
83
After Reading
A
Read aloud the vocabulary words in the box. Ask
students to repeat for proper pronunciation.
Tell students to fnd and underline each word in the
reading. Have them study the context of each word
carefully to guess at its meaning.
Have students work individually to complete each
sentence with one of the words. Then have them
compare answers with a partner.
Call on volunteers to read their completed
sentences aloud.
As an extension, ask students to identify the part
of speech of each word as it is used in the reading
and in the sentences. (source = noun; plague = noun;
misfortune = noun; ridiculous = adjective; pervasive =
adjective; irrational = adjective)
Answers
1. source
2. plague
3. misfortune
4. ridiculous
5. pervasive
6. irrational
B
the questions.
Check answers by having pairs report their answers
to the class. Have them support their answers by
referring back to the parts of the reading with the
correct information.
Answers
1. Most folk beliefs formed to explain things that people did
not understand.
2. Many people believe the numbers 4 and 13 bring bad
luck because they are associated with death. Number 8 is
considered a number that generates wealth.
3. So that the good fortune can be stored and prevented from
falling out.
4. If people hadnt killed all the black cats,the rat population
wouldnt have increased, and the bubonic plague wouldnt
have spread.
5. The four-leaf clover considered particularly to fnd because it is
very rare.
Discussion
Arrange students in groups to discuss the questions.
Assign one student in each group the role of reporter.
As a follow-up, call on a few volunteers to share their
groups answer to each question.
Workbook
Assign pages 5859 for additional writing practice at
83
After Reading
A. Complete the sentences with the words from the box.
ridiculous pervasive misfortune
irrational plague source
1. Online newspapers are my primary _____________ of news and information.
2. In the 14th century, it is estimated that 75 million people died of the _____________.
3. After eating at that restaurant, he had the _____________ of getting food poisoning.
4. That monkey looks _____________ wearing a dress!
5. Many people are fed up with all the _____________ advertising on the Internet.
6. Your fear of fying is _____________ since planes crash less often than cars.
B. Answer the questions.
1. Why and when were most folk beliefs formed?
2. Explain the folk beliefs associated with the numbers 4, 8, and 13.
3. Explain why some people believe a horseshoe should be hung
with the ends pointing upward.
4. How could lives have been saved if people hadnt feared black cats?
5. Why is a four-leaf clover special?
Discussion
1. Which folk belief do you think is the most ridiculous? Why?
2. Do you think people would have made up such folk beliefs
if they had had scientifc knowledge?
example, in the Middle Ages, it was considered bad
to see a black cat cross your path. Ironically, this led
people to kill black cats. As a result, the rat population
increased and so did the spread of the bubonic
plague and other diseases carried by rats. Napoleon
Bonaparte, the most famous military leader in French
history, thought nothing of conquering
nations, but he was terrifed of black cats. If
only his enemies had known that, European
history might have turned out diferently!
Some sailors, however, viewed black cats
as good fortune and often carried them on
board their ships to control the rat and mice
population.
Other objects are thought to have a positive
infuence. For example, for thousands of
years horseshoes have been considered
to bring good fortune. Many believe that it is best to
hang them with the ends pointing upward so that
the good fortune can be stored and prevented from
falling out. Another object, associated with the Irish, is
the four-leaf clover. Since the plant usually has three
leaves, it is considered particularly fortunate to fnd a
rare 4-leaf specimen.
There are dozens of foolish
folk beliefs in many cultures.
So the next time you see
someone run away from
a black cat or avoid the
number 13, take a
moment and think about
how blessed you are not
to believe in such ridiculous
notions.
3 Language Plus
Read the defnitions of these idioms. Then complete each sentence with the correct idiom.
break into a cold sweat = feel very anxious about something
root for someone = support and encourage a contestant or team by cheering
knock on wood = hope that a good thing will continue to occur even after it has been mentioned out loud
throw caution to the wind = take an unnecessary risk
The third times the charm. = The third time you try to do something, it will work.
1. Every time I go to the dentist, I ______________.
2. Finally! This cake is perfect. _______________.
3. I was lucky not to get hurt last time I jumped. I dont
want to _______________ by jumping again.
4. Looks like it may not rain after all, ______________.
5. I hope you win. I will _______________.

4 Writing
Tools for Writing: Run-on Sentences
A run-on sentence is a sentence with two or more independent clauses that are incorrectly placed
together without any punctuation or a coordinating conjunction.
Incorrect: You look in the cafeteria Ill look in the auditorium.
Run-on sentences can be avoided by using a period to separate the clauses into two separate
sentences, or by adding a coordinating conjunction after a comma.
Correct: You look in the cafeteria. Ill look in the auditorium.
Correct: You look in the cafeteria, and Ill look in the auditorium.
Correct each run-on sentence in two diferent ways.
1. The weather has been great it has been warm. 3. Hes tired he doesnt want to stay out late.
2. She cant make it she has other plans. 4. I understood the lesson I can help you.
84
EXPANSION Units 46
1 2 3
5
4
Teachers Guide
EXPANSION Units 46
84
3 Language Plus
Ask students to read the defnitions of the idioms silently.
Focus students attention on the cartoons and the
sentences below them. Tell students to match up
each cartoon with the sentence that describes it. Then
have students fll in the blanks with the idioms.
Call on students to read aloud the completed
sentences and say which cartoon illustrates each
sentence. Ask students to explain each idiom as it is
shown in the cartoon. For example, ask: How do you
know that picture 1 illustrates the idiom Break into
a cold sweat? (It shows a patient getting ready to go
to the dentists surgery.)
Ask: How do you know that picture 2 illustrates
the idiom The third times the charm? (It shows a
woman who has baked two cakes that didnt come
out very well, and a third one that looks perfect.)
Ask: How do you know that picture 3 illustrates the
idiom throw caution to the wind? (Skydiving is a
dangerous and risky sport.)
idiom knock on wood? (The man hopes he wont
cause it to rain by saying aloud that he doesnt want it
to rain, so he knocks on the back of a wooden chair.)
idiom root for someone? (The man is hoping that
his friend will win the award.)
Answers
1. break into a cold sweat.
2. The third times the charm.
3. throw caution to the wind
4. knock on wood
5. root for you.
4 Writing
Tools for Writing: Run-on Sentences
Ask students to read the explanation and examples
silently. Write the following sentence on the board:
I need the textbook today I can lend it to
you tomorrow.
Ask: Is this sentence correct? (no) Ask: What is wrong
with it? Elicit that it contains two independent
clauses, so it is a run-on sentence. Ask: How can I
correct this sentence? Elicit that the two independent
clauses should be broken into two separate
sentences, or joined together with a coordinating
conjunction. Ask two volunteers to come to the board
to write the corrected sentences:
I need the textbook today. I can lend it to you tomorrow.
I need the textbook today, but I can lend it to
you tomorrow.
Have students work individually to correct each run-
on sentence, and then compare answers with
a partner.
Answers
1. The weather has been great. It has been warm. / The weather
has been great, and it has been warm.
2. She cant make it. She has other plans. / She cant make it, for
she has other plans.
3. Hes tired. He doesnt want to stay out late. / Hes tired, so he
doesnt want to stay out late.
4. I understood the lesson. I can help you. / I understood the
lesson, and I can help you.
Language Builder
Elicit or provide students with this list of coordinating conjunctions:
for, and, nor, but, or, so, yet.
Teachers Guide
EXPANSION Units 46
85
Writing Prompt
Read aloud the Writing Prompt.
Developing Your Writing
Focus students attention on the box Developing Your
Writing: Outlining an Essay. Ask students to read the
explanation and sample outline silently.
Ask: Who has created an outline like this one before?
Remind students that they practiced outlining as a
reading strategy in Unit 1. Find out how comfortable
students are with creating outlines and tailor the
amount of instruction provided to meet their needs.
Explain that the sample outline is an outline of an
essay about tales about animals, similar to the one that
they will write.
Elicit or explain that the Roman numerals in the
outline refer to sections or paragraphs of the essay.
Roman numeral I contains information about what
will be included in the introductory paragraph.
There are two points that the writer will make in the
introduction. These are IA and IB. Roman numeral
II contains information about the body of the essay.
The writer will include the main points listed in IIA
and IIB in that order. Roman numeral III refers to the
concluding paragraph.
Have a student read aloud the beginning of the
sample essay Animal Tales in American Culture. Ask:
Does this introduction include the main points listed
in the outline? (yes)
Write Your Essay
Direct students back to Write Your Essay. Call on
a student to read aloud step 1. As a class, discuss
the questions. Elicit and have a student write on the
board the most common animal tales in their culture.
Have student read aloud steps 24. Ask students to
draw a note-taking chart in their notebooks like the
one in the book. Tell them to each write two or three
animal tales in the frst column that they are interested
in researching. Tell them that they will fll in the second
column of the chart with notes they take as they do
their research. Ask students to research outside of class
and complete their charts.
In class, have students create outlines of their essay,
using the notes from their charts. Have students
exchange their outlines with a partner and discuss
them, asking and answering questions about what
their essay will be about.
Have students work individually to write a draft of their
essay. Then they exchange drafts with their partner
and comment on each others essays.
Finally, students reread their essays and revise them.
Tell them to check to see if they used any of the
grammar points from Units 4, 5, and 6. Write these
points on the board for reference:
adverb clauses of reason, purpose, condition,
and place
auxiliary verbs after but and and
paired conjunctions: both...and, not only...but also,
either...or, neither...nor
verbs + infnitives or gerunds with
diferent meanings
If not, have them try to include at least two or three
diferent grammar points from the units as they revise
the essay. They dont have to use them all. Students
might do this as homework.
Collect students essays and outlines together
for assessment.
Workbook
and sentence level.
Teaching Tip
It is important for students to read models of good essays to help
them improve their own writing. Before assigning a writing task,
distribute copies of a well-written essay for students to read.
Explain what you like about the essay and what aspects of the
essay you would like them to model.
Alternatively, before students write, give them an example
of both a good essay and a bad essay for them to critique
and compare. Use essays that you have written yourself or
anonymous essays from other students.
Animal Tales in American Culture
American culture has a rich assortment of animal tales that are passed on from
generation to generation. Most of these tales originated centuries ago, but are still told
to children today. Each tale has a moralan important lesson to be learned . . .
85
Writing Prompt
Write an essay about tales involving animals in your culture. Include grammar points from Units 4, 5, and 6.
Write Your Essay
1. Think about the following questions: Where did the tale originate? What is the signifcance of the tale?
Is there a moral?
2. Use a chart to organize your ideas. In the frst column, write two or three tales about animals that you
are interested in learning more about. Research these tales. Then write notes about the origin of each
in the second column. Use these notes when you write
your essay.
3. Write an outline for your essay, and then write a draft.
4. Have a partner read and comment on your draft. Use your
partners comments and suggestions to revise your essay.
Animal Tale Origin of the Tale
Developing Your Writing: Outlining an Essay
Writers use outlines to help them organize their thoughts before they begin writing. Outlines show
the order in which topics will be introduced. They also include categories and subcategories to show
the relationship between the diferent parts of the essay. Outlines are usually arranged from general
points to more specifc points. Outlines are also usually arranged by a system of numbers and letters,
as in the example below.
I. Introduction
A. There are numerous tales about animals in American culture.
B. These tales often teach an important lesson/moral.
II. Body
A. First tale: The Tortoise and the Hare
1. origins of the tale
2. signifcance/moral of the tale
B. Second tale: The Lion and the Mouse
1. origins of the tale
2. signifcance/moral of the tale
III. Conclusion
Unit 1
86
Exercise 1
Complete the sentences with other, another, or others.
1. Ive already had a burger, and Im about to get another one.
2. I know you and your friends are determined to go, but ____________ arent.
3. Youd better think of ____________ alternatives; there is no way we can fy there.
4. We really need to get going if we dont want to be late. Are the ____________ coming?
5. I was comfortable and well looked after during the fight, but ____________ passenger kept on
complaining about the seats and the food; he was really unhappy.
6. Our group fnished on time, but ____________ students took a lot longer completing all the answers.
7. Some people are in favor of e-learning, but ____________ are skeptical about it.
8. These are delicious cookies, I might as well have ____________.
9. Dont watch TV all day. There are ____________ things to do.
10. The teacher said we have ____________ assignment to hand in next week, but I still havent fnished
the ____________!
Exercise 2
Fill in the blanks with emphatic do, does, or did.
A: You never help me with my homework.
B: Thats not true. I (1) do help you whenever you ask me.
A: Oh, yeah? Well, why didnt you return my call yesterday?
B: I (2) ______ call, and your mother said you were sleeping.
A: When was that?
B: At about 9:00 pm, when I fnished writing my essay.
A: You see? You (3) ______ write your own essay. What about me?
B: What about you? You were in class; you must have heard what the teacher said.
A: Of course, I did but I wasnt sure about the topic, and I (4) ______ say I would call you later. Friends are
supposed to help each other.
B: And we (5) ______ help and stand by each other, most of the time. Dont we?
Exercise 3
Complete the sentences with your own ideas. Use other, others, or another.
1. Dont worry! All is not lost; Ive got another idea thats a lot beter!
2. My computer wont download any fles, so I need ______________________________________________.
3. Fahd is an Arab name, and Saeed ___________________________________________________________.
4. Were not the only ones whove got a problem; ________________________________________________.
5. One thing you should do is spend more time studying, and _____________________________________.
6. That is not the only book I lost; ____________________________________________________________.
7. Some people enjoy reading on screen, while ________________________________________________.
8. This fight is scheduled to depart in two hours, and _____________________________________________.
13 More MG SA SB5 indd 86 7/26/11 8:25 PM 14_More_MG_SA_TG5.indd 86 7/30/11 2:33 AM
Exercise 4
Fill in each blank with the appropriate word.
defciencies devoted invaluable grieving compensate predators fearsome

A. An elderly couple used to live in the building across from ours. They were obviously
(1) devoted to each other. One day, they were not on their balcony having cofee at their usual
time. We found out that the old gentleman had passed on. The lady appeared a few days later,
with two cups of cofee and cookies and laid them on the table. She then took her usual place
and put one of the cups on her husbands side. She did this every day. It was her way of
(2) __________ over his death.
B. Symbiotic pairs of animals (3) __________ for each others (4) __________ in an admirable
manner. They might look very odd together, but they ofer each other (5) __________ help and
benefts. Ostriches look out for (6) __________ while zebras drink at a water hole. Clownfsh
lure fsh for the anemone to eat. Very often the most (7) __________ animals surprise you with
their behavior; like the lion that was rescued and raised by humans, then released in the wild,
and upon seeing them years later was as happy as a cub.
Exercise 5
Answer the questions. Compare answers in class or exchange and read each others answers.
1. Are there predators in the desert? What do you know about them?
____________________________________________________________________________
____________________________________________________________________________
2. Are there symbiotic pairs of animals in the desert? Explain how they support each other.
____________________________________________________________________________
____________________________________________________________________________
3. How would you defne a symbiotic relationship?
____________________________________________________________________________
____________________________________________________________________________
4. Can people compensate for their weaknesses independently of others? Why? Why not?
____________________________________________________________________________
____________________________________________________________________________
5. How might someone compensate for impaired vision?
____________________________________________________________________________
____________________________________________________________________________
6. What are your strengths as a learner/student?
____________________________________________________________________________
____________________________________________________________________________
7. What are your weaknesses as a learner/student?
____________________________________________________________________________
____________________________________________________________________________
8. What do you do to compensate for your weaknesses?
____________________________________________________________________________
____________________________________________________________________________
87
More!
Unit 2
88
Exercise 1
Fill in the blanks with would or used to.
When Jefrey was a child he used to spend a lot of time on his grandfathers farm. His grandfather (1) used to
take him along wherever he went, so Jefrey learned a lot about farming. It was a 25,000 acre farm, so there
was quite a lot to do with crops and animals.
They (2) ________ start of early in the morning to do all the chores that needed to be done. Jefrey
(3) ________ carry the milk buckets to the stable for his grandfather. He (4) would then sit quietly and watch.
As he watched, he (5) ________ sometimes fall asleep and start dreaming. He (6) ________ dream of himself
all grown up, standing in the yard of his own farm. There (7) ________ be all kinds of animals, including an
elephant. An elephant on a farm?
He (8) ________ usually wake up as his grandfather fnished milking the cows and pretend he had been
awake all along. His grandfather was used to it, so he (9) ________ chuckle and then take a smaller bucket
with milk and head for the kitchen. Jefrey (10) ________ run behind him, trying to keep up with his stomach
growling, looking forward to a big breakfast.
Now write a similar paragraph about your childhood.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Exercise 2
Complete the sentences with used to or be used to.
1. They used to live in the center of town, but as it got busier and noisier they moved to the country
two years ago.
2. They have to drive for an hour to get to work in the morning, but they __________ it, so they dont mind.
3. I __________ working long hours on weekdays, so I can take the weekend of.
4. Saeed __________ seeing his family every weekend. He works in another town.
5. I __________ calling my best friend every evening to talk about things, so I dont like it when I cant get
through.
6. He __________ drive everywhere until the doctor advised him to walk as much as possible if he wanted to
be healthy.
7. We only drink herbal tea now, but in the past we __________ drink a lot of cofee.
8. I __________ having fsh every day. Thats the reason I got sick.
Exercise 3
Fill in the blanks with was/were going to + base verb (future in the past) or would + base verb or
had + past participle (past perfect).
1. She said she (1) was going to call (call), but she never did.
2. I thought we (2) ___________________ (meet) at the mall. I didnt know plans
(3) ___________________ (change).
3. He (4) ___________________ (apply) for the job, but then he (5) ___________________ (hear)
about another position that was being advertised.
4. I assumed that they (6) ___________________ (fy) to Dubai, so I thought
(7) ___________________ (be) there in time for the reception, but I was wrong. Apparently,
they (8) ___________________ (drive) but hadnt bothered to tell anyone.
Exercise 4
Match the words to form collocations. Tick the items that can be combined.
potential sector airline venture stake skill cause prospects
short-haul
viable
large
high-risk
enterpreneurial
business
humanitarian
career
Choose some of the items and write sentences.
Short-haul airlines tend to have smaller planes and use cheaper terminals.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Exercise 5
Complete the sentences. Use your own ideas.
1. When I was a child, I used to spend a lot of time with my grandparents.
2. I thought that in the future _____________________________________________________.
3. I didnt think it was possible, but I am actually _______________________________________.
4. Dont worry about me, Im ______________________________________________________.
5. Didnt they say that they _______________________________________________________.
89
More!
Unit 3
90
Exercise 1
Read the plan and complete the sentences using future perfect or future perfect progressive.
Now
Hes training as a pilot. Hes learning about planes / how to fy.
2013
His training will be over. He is going to get his certifcate.
2014
Hell get a job as a commercial pilot.
2015
Hell get married.
2016
Hell have a child.
2018
Hell buy a house.
2020
Hell start fying to USA and Japan.
2024
Hell resign and start his own business.
2027
His business will expand.
2030
Hell be a billionaire.
1. By 2014, Robert will have completed his training and goten his certicate.
2. By 2015, hell have been _________________________________________________________________.
3. By 2018, hell __________________________________________________________________________,
and hell have _________________________________________________________________________.
4. ____________________________________________________________________________________.
5. ____________________________________________________________________________________.
6. ____________________________________________________________________________________.
7. ____________________________________________________________________________________.
8. ____________________________________________________________________________________.
Exercise2
Use the verb in parentheses in the correct present or future form to complete the sentences.
1. Our fight leaves at 5 am; at 7 am, we will be ying (fy) over Jordan.
2. I ________________________(call) you as soon as I ________________________ (get) home.
3. Dont call them after 10 pm; they ________________________ (sleep).
4. I ________________________ (leave) the of ce, when I ________________________ (fnish) the report.
5. They ________________________ (issue) the ticket after they ________________________ (receive) the
money.
6. I ________________________ (leave) in about 5 minutes; is there anything else youd like us to discuss?
7. He ________________________ (get) his degree before he ________________________ (leave) the
country.
8. Who ________________________ (drive) you to school, while your father is away?
Exercise 3
Complete each sentence using the future perfect or future perfect progressive.
1. We moved to London 5 years ago. By 2015, we ll have lived there for 9 years.
2. Ive already written more than half the essay over the last 30 minutes. In an hour, I _______________
_______________________________________________________________________________.
3. Ive already spent $500. If I spend another $300, ___________________________________________
_______________________________________________________________________________.
4. They bought their car two years ago. By 2017, _____________________________________________
_______________________________________________________________________________.
5. Adel started working at the bank in March. By January, ______________________________________
_______________________________________________________________________________.
6. We started emailing customers three hours ago. In another two hours, __________________________
_______________________________________________________________________________.
Exercise 4
Fill in the blanks with the appropriate words. Make changes if necessary.
estimated lucrative steep extensively commonplace chains rigorous determined

Tourism used to be a (1) lucrative industry for quite a few Mediterranean countries. However,
circumstances have changed drastically, and the (2) _____________ income in most cases is expected
to drop by at least 20%. The (3) _____________ increase observed in previous years is probably going
to be followed by a substantial decrease due to the crisis. Attributing all problems to the fnancial
crisis could be regarded as (4) _____________, but it is unfortunately true. Many businesses, including
food and clothing (5) _____________ have had to shut down.
(6) _____________ measures are required to support businesses and growth in many countries.
Naturally, people who have invested (7) _____________ in tourism are (8) _____________ to do
whatever it takes to change the course of events.
Exercise 5
1. How do you think schools will have changed by 2030? Write about three changes.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. How do you think transport will have changed by 2030?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. How do you think computers will have changed by then?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
91
More!
Unit 4
92
Exercise 1
Match and join the sentences using a coordinating conjunction, i.e. and, but, or, so, and yet.
1. I promise to help you with the assignment. a. They have very little self-confdence.
2. Shes determined to lose weight. b. He refuses to speak to me.
3. They invested in a high-risk sector. c. You can submit it tomorrow.
4. The plane was hit by lightning. d. You can ask someone else to edit it.
5. I asked him for his help. e. I am not going to rush to get there early.
6. You can edit your paper. f. He misses the people he used to work with.
7. Theyve made us wait every single time. g. Shes going on diet.
8. He likes his new job. h. He decided to replace it as soon as possible.
9. Theyre highly skilled professionals. i. They might not make a proft.
10. His car broke down in the middle of the desert. j. It landed safely.
1. I promise to help you with the assignment, so you can submit it tomorrow.
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
4. ____________________________________________________________________________________
5. ____________________________________________________________________________________
6. ____________________________________________________________________________________
7. ____________________________________________________________________________________
8. ____________________________________________________________________________________
9. ____________________________________________________________________________________
10. ____________________________________________________________________________________
Exercise 2
Complete each sentence with your own idea. Use paired conjunctions.
1. He is neither clever nor successful, but he is a nice person.
2. She either takes the bus _________________________________________________________________.
3. They have neither replied ________________________________________________________________.
4. It is not only expensive, __________________________________________________________________.
5. Both Fred ____________________________________________________________________________.
6. Neither her friend ______________________________________________________________________.
7. She has both __________________________________________________________________________.
8. Both the fight attendants ________________________________________________________________.
Exercise 3
Fill in the blanks with the appropriate word. Make changes to the words if necessary.
aspiration deteriorate phenomenal defect alter delusion crucial confront

A Beautiful Mind is a (1) phenomenal biographical flm, although some criticized that real facts had been
(2) _________________, especially regarding John Nashs (3) _________________.
On the whole, (4) _________________ facts of Nashs life were represented realistically. The way Nash
(5) _________________ and deals with groundbreaking mathematical theory and applications is both
fascinating and a tribute to human will power. No doubt, we all have a few (6) _______________ that
hinder our progress in life, but this does not, in any way, mean that we should give up on our dreams
and (7) _________________. Everyone expected Nash to (8) _________________ and become a sad
and pitiful character, but he fought and won.
Exercise 4
1. Which flm genres on TV have the following features:
Action and tropical settings ________________________________________________
Unusual, imaginary characters ________________________________________________
Cowboys and sherifs ________________________________________________
Cartoon characters ________________________________________________
Based on real life stories ________________________________________________
Real scenery, people, and animals ________________________________________________
Lavish costumes and settings ________________________________________________
2. What genre or genres of TV flms do you prefer? What do you like about them?
________________________________________________________________________________
________________________________________________________________________________
3. What genre or genres of TV flms do you dislike or fnd boring? Why?
________________________________________________________________________________
________________________________________________________________________________
4. Name two of your favorite TV flms. Write the titles and as much as you can remember about them,
e.g. plot, setting, characters, etc.
A. ___________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
B. ___________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
93
More!
Unit 5
94
Exercise 1
Circle the right word or phrase in each sentence.
1. We have an extra seat since / so Ken is not joining us.
2. We have to participate in the competition even if / because of we are likely to lose.
3. A lot of money is spent on advertising now that / in order to increase sales.
4. Now that / unless weve taken the test, I feel I can relax.
5. The fight was canceled because of / only if the storm.
6. Give me a call when you get there so that / in order to I know youre home safe and sound.
7. You need to stay ft unless / if you want to participate in the race.
8. I dont think Ill be able to attend the lecture unless / whenever I manage to get there on time.
Exercise 2
Combine and rewrite each pair of sentences using the appropriate adverb clause.
1. We should call and ask for directions. We dont know the area.
We should call and ask for directions since we dont know the area.
2. You might be late. You leave home ahead of time.
_____________________________________________________________________________________
3. They need to do well on the test. They want to get high grades.
_____________________________________________________________________________________
4. You cant call people. You feel like talking to them.
_____________________________________________________________________________________
5. The game will be canceled. The temperature might drop below zero.
_____________________________________________________________________________________
6. Ill let you have my cell phone. You might need it.
_____________________________________________________________________________________
7. Were going on a picnic. It might be too hot.
_____________________________________________________________________________________
8. Ill put the books away. You might need them.
_____________________________________________________________________________________
Exercise 3
Complete the sentences with your own ideas.
1. Unless you are careful ___________________________________________________________________.
2. Whenever I think of _____________________________________________________________________.
3. ______________________________________________________________ everywhere you can think of.
4. _____________________________________________________________ even if you give up your seat.
5. __________________________________________________________ unless you know the right people.
6. ___________________________________________________________ only if he is willing to work hard.
7. Now that she has won __________________________________________________________________.
8. _________________________________________________________________ because of the weather.
Exercise 4
Complete each sentence with the appropriate word from the list.
emotions spontaneously consumers unconventional efective second intellect outlandish
(1) Outlandish advertisements are often designed to shock (2) ________________ and make the
product more memorable. Advertisers will go to great lengths to create such efects.
(3) ________________ methods of advertising are efective as long as they remain unusual. If more
companies start using similar advertisements, they become less (4) ________________.
Advertisers want consumers to respond (5) ________________ and buy the product. They are not
interested in raising questions in the minds of potential buyers in case they have (6) ________________
thoughts and reject the product.
Advertising addresses peoples (7) ________________ rather than their (8) ________________.
A thinking consumer is going to be more difcult to reach and get a response from.
Exercise 5
1. Are you susceptible to advertising? Do you buy products that are advertised?
________________________________________________________________________________
________________________________________________________________________________
2. Do you notice advertisements on the Internet? Do you read them carefully? Why? Why not?
________________________________________________________________________________
________________________________________________________________________________
3. What kind of stereotypes do most advertisements promote?
________________________________________________________________________________
________________________________________________________________________________
4. Which target group do advertisements for children ultimately address? Can children buy the products
themselves? What kind of emotions/feelings does such advertising aim to activate?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. If you had a new product that you wanted to sell to young people, where would you advertise it?
How would you advertise it?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6. What do you do when advertisements are shown on television? What does this indicate?
________________________________________________________________________________
________________________________________________________________________________
7. Describe an advertisement that you think is particularly efective. Describe the product and how the
advertisement efectively promotes the product.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
95
More!
Unit 6
96
Exercise 1
Rewrite the sentences using the verb in parentheses with an infnitive or a gerund.
1. We havent received any letters for at least a month, and it doesnt look as if were going to get one,
anytime soon. (stop)
Weve stopped receiving leters. / We stopped geting leters.
2. We had been driving for at least three hours, so we decided to have a break for lunch. (stop)
____________________________________________________________________________________
3. I tried to get in touch with her but couldnt reach her. (try)
____________________________________________________________________________________
4. Did I really pay for the sandwiches? I cant remember. (remember)
____________________________________________________________________________________
5. I shouldnt have invited him. (regret)
____________________________________________________________________________________
6. Remember! You need to water the plants while Im away. (remember)
____________________________________________________________________________________
7. We no longer watch television; we use our computers instead. (stop)
____________________________________________________________________________________
8. He called yesterday but doesnt remember it. (forget)
____________________________________________________________________________________
Exercise 2
Rewrite each sentence as a passive sentence.
1. Someone needs to replace the window pane.
The window pane needs to be replaced.
2. Telling someone how to do things all the time can be demoralizing.
____________________________________________________________________________________
3. I remember people helping me get up after the fall.
____________________________________________________________________________________
4. The technician should upgrade the computer.
____________________________________________________________________________________
5. They expect the company to pay them by the end of the month.
____________________________________________________________________________________
6. Someone must place the books on the shelves.
____________________________________________________________________________________
7. Someone needs to check the air-conditioning units regularly.
____________________________________________________________________________________
8. He expects us to drive him everywhere.
____________________________________________________________________________________
Exercise 3
Complete the sentences with the appropriate auxiliary.
1. Weve returned the books, but they havent.
2. My friend has a new smartphone and, I _________ too.
3. Aisha missed class yesterday, but we _________.
4. My brother has a test today, but I _________.
5. Im not interested in war flms, and my friend _________ either.
6. My friend plays video games, and I _________ too.
7. My friends dont spend a lot of money, and I _________ either.
8. They are watching TV, but we _________.
Exercise 4
Match the words with their defnitions.
anxiety stereotype temperament capacity intensity restless tedious convey
1. tedious very boring
2. __________ the emotional part of someones character
3. __________ a belief/idea of what a particular person or thing is like
4. __________ ability to do something
5. __________ the feeling of being very worried about something; stress
6. __________ not willing to stay inactive; nervous
7. __________ the quality of having a strong efect or of being felt very strongly
8. __________ communicate or transfer an idea
Now choose two of the words and write sentences.
__________________________________________________________________________________
__________________________________________________________________________________
Exercise 5
Read statements based on the reading text and agree or disagree. Give reasons for your answers.
1. Shared activities are more important than talking for men.
________________________________________________________________________________
2. Women tend to talk about people and feelings.
________________________________________________________________________________
3. Men tend to talk about sports and facts.
________________________________________________________________________________
4. Men talk to fx problems.
________________________________________________________________________________
5. Women talk to explore problems.
________________________________________________________________________________
6. Women divide their attention between a number of things.
________________________________________________________________________________
7. Men focus their attention on one thing.
________________________________________________________________________________
97
More!
98
Vocabulary
2 Rags to Riches
VOCABULARY
VOCABULARY
EXPRESSIONS
EXPRESSIONS
Nouns
aggression
companions
contentment
(moral) fber
defciencies
elements
grief
intellect
leftovers
operation
pediatric
surgeon
predators
radioactivity
struggle
symbiosis
tentacles
unifcation
Nouns
charity
foresight
inventory
obscurity
phenomenon
philanthropist
potential
poverty
reputation
sector
skeptic
stake
wealth
venture
Discussing options
At the same time,
But then again,
I could always
On the other hand,
The alternative would be to
What would you think about?
Real Talk
cash
dont mind
drive someone crazy
get cold feet
go (around) in circles
put (something)
aside for a rainy day
Verbs
assemble
compile
dismantle
excel
pledge
prosper
resign
Adjectives
formal
impoverished
materialistic
overwhelming
prominent
reasonable
rural
short-haul
viable
Negotiating
How about if Iand you?
I think it would be fair if
Im sure we can work this out.
OK, Ill agree toif you will
Would you (be willing to)if I?
Real Talk
No sweat.
not my cup of tea
on the same wavelength
Verbs
chuckle
compensate
employ
exile
fee
honor
reject
swoop
Adjectives
acute
conjoined
devoted
fearsome
fustered
grieving
invaluable
legendary
pregnant
symbiotic
unifed
Adverb
enormously
14 Vocab MG SA SB5 indd 98 7/26/11 8:26 PM 15_Vocab_MG_SA_TG5.indd 98 7/30/11 2:37 AM
99
VOCABULARY
VOCABULARY
EXPRESSIONS
EXPRESSIONS
EXPANSION Units 13
Nouns
acrobatics
biodiversity
biosphere
chain
circuits
conscience
demolition
expectancy
gravity
industry
orbit
rank
sanitation
Verbs
adopt
compete
determine
estimate
gaze
generate
invest
optimize
preserve
simulate
span
substitute
transport
Adverbs
of degree
amazingly
extensively
incredibly
mainly
Adverb
unintentionally
Adjectives
commonplace
condensed
cushioned
lucrative
obsolete
reusable
rigorous
steep
Persuading
(Im sure) if you just give it a try, youll fnd that
Look at it this way
One of the advantages is
One reason you should consider
Trust me on this
Whats great about this is
Idioms
be in another world
be on top of the world
be worlds apart
carry the weight of the world on (ones) shoulders
The world is (ones) oyster.
Where in the world?
Real Talk
check out
ditch
go with the fow
hoopla
lugging
Nouns
capabilities
diameter
galaxy
life form
limitations
radio telescope
radio waves
shortcomings
Adjectives
discouraged
entire
extraterrestrial
optimistic
vast
Verbs
confrm
detect
monitor
100
Vocabulary
4 The World of TV
VOCABULARY
VOCABULARY
EXPRESSIONS
EXPRESSIONS
Nouns
ally
defect
delusion
ease
formula
gadgets
intrigue
magnifying
glass
melodrama
obstacle
throne
villain
Verbs
captivate
capture
confront
reclaim
triumph
Adverbs
eagerly
ironically
tremendously
Adjectives
abrupt
altered
animated
carefree
cold-blooded
crucial
enduring
epic
essential
evil
evolutionary
exotic
formulaic
idiosyncratic
phenomenal
prestigious
prominent
superhuman
untimely
Nouns
brand
consumer
formula
implement
logo
trait
Adjectives
artifcial
dull
cursive
exclusive
frustrating
obsolete
outlandish
revolutionary
sophisticated
unconventional
Adverbs
dramatically
similarly
spontaneously
virtually
Agreeing
I agree completely.
I couldnt agree more.
Youre absolutely right.
Youre right about that.
Real Talk
beat it
blow
broke
max out
Real Talk
a dime a dozen
doze of
hard to swallow
just
Advising against something
Are you sure you want to do that?
I dont think thats a good idea.
I wouldnt do that if I were you.
Im afraid youre going to regret it if you
You should think carefully before you
Disagreeing
(Im sorry but) I dont agree (with you).
I see it diferently.
I totally disagree.
(Im afraid) I dont really agree.
Im not so sure about that.
You must be joking.
Verbs
admire
authenticate
covet
expose
imprint
intend
promote
101
6 The Gender Divide
EXPANSION Units 46
VOCABULARY
VOCABULARY
EXPRESSIONS
EXPRESSIONS
Nouns
anxiety
capacity
content
gender
impact
intuition
intensity
recovery
refex
species
stereotype
temperament
Nouns
associations
misfortune
notion
plague
refection
source
Verbs
convey
encounter
witness
Verbs
conquer
omit
Adjectives
countless
feminine
intimate
literal
masculine
non-verbal
repetitive
restless
rich
signifcant
tedious
verbal
Adjectives
folk
irrational
pervasive
ridiculous
Asking for directions
Am I headed in the right direction?
Can you tell me how to get to?
Im looking for
Giving directions
Go straight onuntil you get to a
If you see ayouve gone too far.
Keep going until you come to a (crosswalk/set of trafc lights).
Take a left/right after the (frst, second, etc.) set of trafc lights.
When you get toyoull see a
Idioms
break into a cold sweat
knock on wood
root for someone
The third times the charm.
throw caution to the wind
Real Talk
for ages
know (something) like the back of
my hand
make a big deal about
over
You can say that again.
Writing Skills
Expressing Your Opinion
Writing Skills 1
When giving your opinion, either orally or in writing, it is important to clarify whether the opinion that
you are expressing is your own or one that is generally accepted.
Personal opinion General opinion
I think that Most people know/think that
In my opinion, Everyone knows that
From my point of view, It is thought/believed/well known that
As far as Im concerned, Most people support/oppose the
I strongly believe that
102
A. Choose the most appropriate beginning for each sentence.
1. (In my opinion / Most people know that) people today are too obsessed with earning money. They
should try and enjoy life more.
2. (As far as Im concerned / It is thought that) global warming will cause the polar ice caps to melt.
3. (Everyone knows that / I think that) governments of richer countries should give money to
poorer countries.
4. (From my point of view, / It is thought that) medical care should be free for everybody.
B. Use the prompts to express opinions about the world today.
1. I think that .
2. It is believed that .
3. Most people support the idea of .
4. As far as Im concerned, .
5. Most people think that .
When expressing your opinion in a debate, it is important not to make your statements so general that
they are not true. For example, the statement Everybody loves to eat junk food can be easily argued with.
However, the statement Almost everybody loves to eat junk food is much more difcult to argue with.
When expressing your opinion in a debate:
Avoid words like never, always, all, none. Use words like often, hardly ever, many, very few, etc.
No Few teenagers like school.
Try using modal verbs to qualify the verb.
There will may never be peace in the world.
C. Modify the following sentences to be less extreme.
1. It never rains in the desert.
2. There must be life on other planets.
3. It is impossible to fnd a cure for cancer.
4. All factories pollute the environment.
16_Writing_MG_SA_TG5.indd 102 8/4/11 1:10 PM
Rewriting
Writing Skills 2
103
A. Complete the sentences so that the second sentence has a similar meaning to the frst. Use the words
in parentheses.
1. a. There will be an exam in biology on Monday.
b. The students ________________________________________ in biology on Monday. (tested)
2. a. Computers have caused major changes in the way people work and study.
b. Computers _________________________________ work and study practices. (revolutionized)
3. a. Not many people like to drink cofee at night.
b. Drinking cofee ______________________________________________________. (unpopular)
4. a. It was the frst time the children had seen snow.
b. The children ____________________________________________________________. (never)
5. a. Many people think that Venice is the most charming city in the world.
b. Venice _________________________ one of the most charming cities in the world. (considered)
B. Read the paragraph. Then rewrite the paragraph, replacing the underlined words with synonyms from
the box.
greeted grin noticed peered portrait rang
roses scarlet silent stepped the ocean wandered
Anne arrived at the house and walked (1. __________) through the gate into the garden that smelled
of fowers (2. __________). The sound of water (3. __________) reached her ears from somewhere out
of sight. She walked (4. __________) up the path to the red (5. __________) door and pressed
(6. __________) the doorbell. After a few moments, she saw (7. __________) someone behind the glass
of the door, and it swung open to show her grandmother. Her grandmother looked (8. __________)
at her for a few moments, and then her face relaxed into a smile (9. __________). Anne said hello to
(10. __________) her grandmother and stepped into the warmth of the hallway. The door closed
behind her, shutting her into the quiet (11. __________) atmosphere of the old house. She looked
around the once familiar walls and saw that the picture (12. __________) of her grandfather was
missing, nor was there any sign of him in the house.
English is a very versatile language. By choosing vocabulary and structures carefully, you can often write the
same idea in several ways. For example:
There are not enough homes in modern cities for the people who live there.
There is a shortage of homes in modern cities for the people who live there.
Modern cities do not have enough homes for the people who live there.
The number of homes in modern cities is insufcient for the people who live there.
Another way to improve your writing is to avoid constantly using the same word by using synonyms.
104
Writing Skills
Editing Finished Work
Writing Skills 3
A. Correct the errors in the sentences.
1. My father is a journalist for seven years.
2. My parents was born in 1970 and got married in 1992.
3. I like Amy and Carol, but I really cant stand there pets.
4. The doorbell rang when Mindy talked to her friend on the phone.
5. I had a terrible day at work yesterday. My computer crashed and I lose all my work.
6. I think that the athletes should set a better example for young people.
7. Although cell phones have changed our lives forever, not everybody like using them.
B. Add capitalization and punctuation to the sentences.
1. mike turned to kevin and asked will you help me
2. suddenly the children ran to the door their father was home from his business trip
3. what do you think people should do to help decrease poverty in developing nations
4. sam doesnt like school very much but he does enjoy his english class
5. frank asked if he wanted time to think about it before he made his decision
6. my favorite book of all time is oliver twist by charles dickens.
7. in spite of all the bad reviews I still enjoyed the restaurant.
Good writers know that a piece of work isnt fnished until it has been checked for errors. This is especially
important when writing in a foreign language. Its a good idea to take a break before checking your work so
that you can look at it with fresh eyes. Read the following checklist for editing fnished work.
Audience Is the work appropriate for the intended audience? Have you written a formal
piece for an informal situation or vice versa? Will the reader understand what you
are trying to communicate?
Extra words Have you included any extra words by mistake? Common examples include:
articles, prepositions, personal pronouns, etc.
Missing words Are there any words missing? Common examples include: articles, auxiliary verbs,
prepositions, personal pronouns, etc.
Grammar Is the grammar correct? A common example of a grammar mistake is forgetting
the third person -s on present simple verbs.
Tenses Have you used the correct tenses? Make sure that you are consistent with your
tense usage and dont change tense in the middle of a sentence.
Punctuation Punctuation is a very important feature of written English, often dictating
meaning. Make sure that your work is punctuated correctly according to
English rules.
Spelling Many people have problems with English spelling, but most problems can be
avoided by being careful. If youre not sure of a word, look it up in a dictionary!
Writting an Account or Newspaper Article
Writing Skills 4
A. Read the text that follows the plan and reorder the paragraphs so that they match the plan.
1. Introduction, mystery nally solved 3. How the case was solved
2. Background history of the case, 4. The mens reaction, what theyve been
search, police and residents reaction doing, employers reaction
Although most of us know what we want to say when we start writing, it is often easy to forget while in
the process of writing, which can cause the work to lack structure and make it dif cult for the reader to
understand. Plan briefy frst, so that you can check your progress as you write. Follow the guidelines
below to help you.
1. Decide what information you need to convey to the reader. Ask yourself the questions Who?
Why? What? Where? When? How? to come up with most of the information you need to include.
2. Write a brief plan like the one below, explaining what you will include in each paragraph. This
will also help you decide how many paragraphs you need to include.
3. When you fnish, check the work against the plan to make sure youve included everything. Try and
read the piece as if you were someone else. Does it include all the information you need to provide?
a. However, two days ago, police received a phone call
from their colleagues in New York saying that there
was a man in their precinct who claimed to know
what had happened to the two men. An agent few
up to New York to interview the man who had seen
the case of the escaped convicts on a popular TV
program on unsolved crimes, and had immediately
recognized one of the men as his next-door neighbor
and the other man as his next-door neighbors cousin.
He said that hed never realized who they were before,
because both men had changed their names as well
as the color of their hair and eyes!
b. The two men were arrested in their new home. They
had both been able to fnd jobs and were planning
to get married soon. Confronted with the prospect
of spending another twenty years in prison, one of
the men had a stroke and was taken to hospital. The
other man was driven back to the penitentiary to
wait for their fnal sentencing. Neither man regretted
escaping. They had both started new lives and had
not committed any unlawful act while out of prison.
Their employers have ofered to testify as character
witnesses and claim that both men have been model
workers.
c. The two run-away convicts were frst reported missing
in May 2007, when they failed to appear at the door
of their cell during morning inspection. Described as
two of the most intelligent and dangerous criminals,
the two men caused an enormous stir in the media. A
national manhunt was launched in an efort to locate
and apprehend the two escapees. Over one hundred
thousand residents helped the police search the area
and the surrounding desert with no success. Local
law enforcement of cers and residents eventually
resigned themselves to the fact that they would not
be able to fnd the two men.
d. After years of a nationwide search, it appeared that
police had fnally located the getaway car and prison
uniforms of the detainees that had managed to dig
their way out of the high security penitentiary in
Phoenix, and a few days later the actual escapees.
105
Irregular Verbs
Base Form Simple Past Past Participle

be was/were been
become became become
break broke broken
buy bought bought
come came come
cut cut cut
do did done
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
fght fought fought
fnd found found
fy few fown
get got gotten
give gave given
go went gone
have had had
hear heard heard
hold held held
hurt hurt hurt
know knew known
leave left left
lend lent lent
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
run ran run
say said said
see saw seen
sell sold sold
send sent sent
sew sewed sewn
sing sang sung
sit sat sat
sleep slept slept
speak spoke spoken
spend spent spent
steal stole stolen
swim swam swum
take took taken
teach taught taught
tear tore torn
think thought thought
throw threw thrown
wake (up) woke (up) woken (up)
wear wore worn
win won won
write wrote written
106
17_IrregVerbs_MG_SA_TG5.indd 106 7/30/11 2:38 AM
107
Photo Credits
2 ML Kharidehal Abhirama Ashwin/SHUTTERSTOCK, BR Archive Pics/Alamy; 3 TL ClassicStock/Alamy; 5 TR arabianEye; 6 TR MARKA/
Alamy; 7 TR Photo of Dr. Al-Rabeeah selected from www.moh.gov.sa in cooperation with the Ministry of Education; 8 TR EcoPrint/
SHUTTERSTOCK, BL Roman Kazmin/ISTOCK; 9 TL Dave Bluck/ISTOCK; 10 Luisa Fumi/Alamy; 12 Getty Images, SSPL via Getty Images, David
De Lossy; 14 TL CORBIS SYGMA/CORBIS, ML Photo of Sheikh Sulaiman Al-Rajhi selected from www.events.alriyadh.gov.sa in cooperation with
the Ministry of Education, BL AFP/Getty Images/GETTY; 15 TL Getty Images, 18 (car) izmostock/Alamy, (Eiffel) Marco Brivio, (man) David
Sacks; 19 TR kentoh/SHUTTERSTOCK; 20 Jim Barber/SHUTTERSTOCK, Network Photographers/Alamy; 21 Gamma-Rapho; 22 Getty Images;
28 BR Digifoto Ruby/Alamy; 30 TR Catalin Petolea/Alamy, MR Ragnarock/SHUTTERSTOCK; 31 (newspapers) i9370/SHUTTERSTOCK, (laptop)
Sean Locke/ISTOCK; 32 ML scibak/ISTOCK, BR pjmorley/SHUTTERSTOCK; 33 TR pjmorley/SHUTTERSTOCK; 34 amana images inc/Alamy;
36 Roger Viollet/Getty Images, Keith Sherwood; 38 TR Gabriela Trojanowska/SHUTTERSTOCK, BR Frank F. Haub/SHUTTERSTOCK;
40 TR Jurgen Ziewe/SHUTTERSTOCK, BL Israel Pabon/SHUTTERSTOCK; 41 TR mozzyb/SHUTTERSTOCK; 44 D.Hurst/Alamy, AF archive/Alamy;
45 TL Science Photo Library/Alamy; 47 GK Hart/Vikki Hart, Pal Teravagimov Photography, PM Images, Digital Zoo; 48 TR Rana Faure; 49 TR
Greg Ceo; 50 Winston Link/Alamy, Pictorial Press Ltd/Alamy; 52 Moviestore collection Ltd/Alamy, Howard Sayer/Alamy, Moviestore collection Ltd/
Alamy; 54 James Quine/Alamy; 56 (car) Margo Harrison/SHUTTERSTOCK, (bottle) Chromacome, (petals) javarman/SHUTTERSTOCK, (towels)
Ruta Saulyte/Laurinaviciene, (blue background) yelena/Shutterstock; 57 Corbis RF-Alamy, Simon Murrell; 60 TR C Squared Studios;
61 TR Monkey Business Images/SHUTTERSTOCK; 62 TR Steve Smith/Alamy; 63 TL Stephen Harrison/Alamy; 64 Elyse Lewin, sot,
Jeremy Frechette; 66 Antiques & Collectables/Alamy; 71 BR Jack Hollingsworth; 72 TR PhotoAlto/Alamy; 73 (boy driver) Diego Cervo/
SHUTTERSTOCK, (old man driver) Jose Luis Pelaez Inc; 74 TR graficart.net/Alamy; 75 TL D-BASE; 76 Fuse, Pankaj & Insy Shah; 78 Neil
Snape, Flying Colours Ltd, Scott Montgomery; 80 (bicycle) SHUTTERSTOCK, (umbrella) Robert Spriggs/SHUTTERSTOCK, (bilingual diction-
ary) Radu Razvan, (cell phone) Milos Luzanin/SHUTTERSTOCK, (chocolate bar) buruhtan/SHUTTERSTOCK; 81 (map of China) Stephen Finn/
SHUTTERSTOCK, (map of United States) Marilyn Volan, (burrito) Bartlomiej Halat/SHUTTERSTOCK, (sushi) Sally Scott/SHUTTERSTOCK, (cell
phone) jocicalek/SHUTTERSTOCK, (laptop) jossnat/SHUTTERSTOCK, (race car driver) Dennis Sabo/SHUTTERSTOCK, (mechanic) Diego Cervo/
SHUTTERSTOCK; 82 TR fantastix/SHUTTERSTOCK, BL David Kay/SHUTTERSTOCK; 83 M Morgan Lane Photography/SHUTTERSTOCK, BR
Dwight Smith/SHUTTERSTOCK.
18_PCredits_MG_SA_TG5.indd 107 7/30/11 2:39 AM
MEGAGOAL 5 Audio Track List
CD1
Track Unit Student Book Section
2 Unit 1 1 Listen and Discuss
3 Unit 1 4 Conversation
4 Unit 1 5 Listening
5 Unit 1 6 Pronunciation
6 Unit 1 8 Reading
7 Unit 1 10 Writing
12 Unit 2 8 Reading
13 Unit 2 10 Writing
18 Unit 3 8 Reading
EXPANSION
20 Units 13 2 Reading
CD2
6 Unit 4 8 Reading
7 Unit 4 10 Writing
12 Unit 5 8 Reading
18 Unit 6 8 Reading
EXPANSION
20 Units 46 2 Reading
108
19_Audio_MG_SA_TG5.indd 108 7/30/11 2:43 AM
109
Key to Phonetic Symbols
Vowels Consonants
Symbol Sample Word Symbol Sample Word
/iy/ week /b/ bike
// gift /p/ pool
// bed // give
// bad /k/ car
// father, box /d/ day
// month, bus /t/ ten
// small, door /z/ zero
/u/ room /s/ son
// book // shoe
/e/ name /d/ just, garage
/a/ line // television
/y/ boy /t/ check
/a/ town /v/ very
/o/ old /f/ fine
/r/ first /w/ wife
/y/ yard
/h/ here
// this
// thousand
/m/ map
/n/ now
// sing
/l/ left
/r/ right
20_Phonetics_MG_SA_TG5.indd 2 7/30/11 2:41 AM
110 More! 5 Answer Key
More! 5 Answer Key

1 Grammar and Vocabulary Review
Page 86
Exercise 1
1. another
2. others
3. other
4. others
5. another
6. other
7. others
8. another
9. other
10. others/other
Exercise 2
1. do 2. did 3. did 4. did 5. do
Exercise 3
1. Ive got another idea thats a lot better.
2. to buy another one.
3. is another one/Arab name
4. ; others have problems as well/too.
5. , another thing is to make sure you dont miss any
classes.
6. ; Ive lost other books before.
7. , others need to print everything before they can
read.
8. , the other fight is due to depart an hour later.
Page 87
Exercise 4
1. devoted,
2. grieving
3. compensate
4. defciencies,
5. invaluable
6. predators
7. fearsome
Exercise 5
Answers will vary.
21_MoreKey_MG_SA_TG5.indd 110 8/2/11 1:28 PM
More! 5 Answer Key
Exercise 1
1. used to 2. used to 3. used to 4. would 5. would,
6. would 7. would 8. would 9. would/used to 10. used to/ would
Answers will vary on paragraph writing.
Exercise 2
1. used to
2. are used to it
3. am used to
4. is used to
5. am used to
6. used to
7. used to
8. am not used to
Page 89
Exercise 3
1. was going to call
2. were going to meet/ would meet
3. had changed
4. was going to apply
5. heard
6. were going to fy /would fy
7. would
8. were going to drive
Exercise 4
poten-
tial
sector airline venture stake skill cause pros-
pects
short-haul
viable
large
high-risk
entrepreneurial
business
humanitarian
career
Sentences will vary.
Exercise 5
Answers will vary. Sample answers.
1. I used to spend a lot of time with my grandparents.
2. I would have more time to do what I wanted.
3. even busier than I used to be.
4. perfectly capable of looking after myself.
5. were going to spend a few days in New York?
More! 5 Answer Key

Page 90
Exercise 1
1. By 2014, Robert will have completed his training and
gotten his certifcate.
2. By 2015, hell have been employed as a commercial
pilot.
3. By 2018, hell have gotten married and hell have had a
child.
4. By 2020, hell have bought a house and hell have been
fying for fve years.
5. By 2024, hell have been fying to USA and Japan for
four years.
6. By 2027, hell have resigned and started his own
business.
7. By 2030, hell have expanded his business.
8. By 2030, hell have been running his own business for
three years and well have become a millionaire.
Exercise 2
1. will be fying
2. ll call / get
3. will be sleeping
4. ll leave / fnish
5. will issue/ receive
6. will leave
7. will / leaves
8. drives or will drive
Page 91
Exercise 3
1. well have lived there for 9 years.
2. will have fnished/ written the whole essay.
3. I will have spent 800 in two hours.
4. they will have been driving it for 9 years
5. hell have been working at the bank for 11 months.
6. well have been emailing customers for 5 hours.
Exercise 4
1. lucrative
2. estimated
3. steep
4. commonplace
5. chains
6. Rigorous
7. extensively
8. determined
Exercise 5
Answers will vary.
More! 5 Answer Key
Page 92
Exercise 1
1. /so / c. I promise to help you with the assignment so
you can submit it tomorrow.
2. / so / g. Shes determined to lose weight so shes going
on a diet.
3. / so OR and/ i. They invested in a high risk sector so/and
they might not make a proft.
4. / but / j. The plane was hit by lightning but it landed
safely.
5. / but / b. I asked him for his help but he refuses to
speak to me.
6. / or / d. You can edit your paper or ask someone else to
edit it.
7. / so/ e. Theyve made us wait every single time, so I am
not going to rush to get there early.
8. / but/ f. He likes his new job but he misses the people
he used to work with.
9. / but / a. Theyre highly skilled professionals but they
have very little self-confdence/.
10. / so / h. His car broke down in the middle of the desert
so he decided to replace it as soon as possible.
Exercise 2
Answers will vary. Sample answers
1. He is neither clever nor successful, but he is a nice
person.
2. She either takes the bus or the metro to get to work.
3. They have neither replied to our email nor made any
attempt to call us.
4. It is not only expensive, it is also very difcult to
maintain.
5. Both Fred and Kevin are determined to travel before
they go to college.
6. Neither her friend nor her sister knew about the
problem.
7. She has both a computer and an ipad and she is still
unhappy.
8. Both the fight attendants and the pilot sounded quite
stressed.
Page 94
Exercise 3
1. phenomenal
2. altered
3. delusions
4. crucial
5. confronts
6. defects
7. aspirations
8. deteriorate
Exercise 4
1
adventure and/or action flms
science fction or animated flms
westerns
animated flms
biopics
documentaries
epics
Answers will vary for questions 2, 3 and 4.
More! 5 Answer Key

Page 94
Exercise 1
1. since
2. even if
3. in order to
4. Now that
5. because of
6. so that
7. if
8. unless
Exercise 2
1. We should call and ask for directions since we dont
know the area.
2. You might be late unless you leave home ahead of
time./ Youll be late if you dont leave home ahead of
time.
3. They need to do well on the test if they want to get
high grades.
4. You cant call people unless you feel like talking to
them. / If you dont feel like talking to people, you cant
call them.
5. The game will be cancelled if the temperature drops
below zero. / The game wont be cancelled unless the
temperature drops below zero.
6. Ill let you have my cell phone if you need it./ I wont let
you have my cell phone unless you need it.
7. Well go on a picnic unless its too hot. / We wont go on
a picnic if its too hot.
8. Ill put the books away unless you need them. / If you
dont need the books, Ill put them away.
Exercise 3
1. Unless you are careful, youll make mistakes.
2. Whenever I think of winter, I remember the winter
Olympics in Norway.
3. Ive not been able to fnd my ring; Ive searched
everywhere you can think of.
4. There will still be a lot of people standing even if you
give up your seat.
5. Its impossible to get into the archives unless you know
the right people.
6. Theyll ofer his a job on a trial basis only if he is willing
to work hard.
7. Now that she has won the writing award she refuses to
speak to us.
8. The fight was cancelled because of the weather.
Page 95
Exercise 4
1. Outlandish
2. consumers
3. Unconventional
4. efective
5. spontaneously
6. second
7. emotions
8. intellect
Exercise 5
Answers will vary.
More! 5 Answer Key
Page 96
Exercise 1
1. Weve stopped receiving letters./ We stopped receiving
letters.
2. We had been driving for at least three hours, so we
stopped to have lunch.
3. I tried reaching her but failed/ didnt manage to/ I tried
getting in touch with her but couldnt reach her.
4. I cant remember paying for the sandwiches.
5. I regret inviting him.
6. Remember to water the plants while Im away.
7. Weve stopped watching television; we use our
computers instead.
8. Hes forgotten calling/ He forgot calling yesterday. / He
forgot having called yesterday.
Exercise 2
1. The window pane needs to be replaced.
2. Being told how to do things all the time can be
demoralizing.
3. I remember being helped (to get up) after the fall.
4. The computer should be upgraded.
5. They expect to be paid by the end of the month.
6. The books must be placed on the shelves.
7. The air-conditioning units need to be checked
regularly.
8. He expects to be driven everywhere..
Page 97
Exercise 3
1. havent
2. do
3. didnt
4. dont
5. isnt
6. do
7. dont
8. arent
Exercise 4
1. tedious
2. temperament
3. stereotype
4. capacity
5. anxiety
6. restless
7. intensity
8. convey
Sentences will vary.
Exercise 8
Answers (students own answers) can vary.
1. True according to the text. See paragraph 3.
116 WORKBOOK 5 Answer Key
WORKBOOK 5 Answer Key

1 Two is Better Than One
Page 1
A
1. legendary 4. unifcation 7. grieving
2. devoted 5. fed
3. compensate 6. predators
B
1. unifcation 4. compensate 7. predators
2. legendary 5. grieving
3. fed 6. exiled
Page 2
C
1. pronoun 4. adjective 7. adjective
2. adjective 5. adjective 8. pronoun
3. pronoun 6. pronoun
D
1. another, another 4. other
2. another, others 5. another
3. other, another 6. others
Page 3
E
1. He does eat shrimp.
2. It did rain in New York yesterday.
3. I do feel sick.
4. They did come to school last week.
5. Susan does live in Los Angeles.
6. You do need to come with me.
7. The little bird did follow us home.
8. We do have that game.
9. They do like to take expensive vacations.
10. Fahd does work very hard.
F
1. I do did go to school yesterday.
2. These jeans are uncomfortable. I think Ill wear other others.
3. Faisal is going to the party with others other people.
4. Bob does wants want to eat dinner with us.
5. I think Ill buy another books book. This one is boring.
6. This ball is bad. Do you have anothers another?
7. She do does have a class right now.
8. Some people agree with me. Other Others dont.
9. They did went go to the game last night.
10. Did Asma get another computers computer? She already
had two!
Page 4
G
1. A: Would you like another cookie?
B: No, thanks.
A: Dont you like them?
B: I do like them, but Im full!
2. A: I cant believe you didnt do the homework for class today!
B: I did do it, but I couldnt fnd it.
A: Where do you think you left it?
B: Probably in my other bag.
3. A: OK, guys, you must not want to win!
B: We do want to win, Coach!
A: Well then, you had better get another touchdown!
H
1. divide up 4. not my cup of tea
2. I think it would be fair 5. No sweat
3. Would you be willing to 6. on the same wavelength
Page 5
I
1. false 3. false
2. false 4. true
Page 6
J
1. Because they feel that there cannot be clear boundaries
between friendship and work, and things can go wrong if
there is disagreement.
2. Because there is a real relationship and a sense of loyalty and
willingness to share.
3. Self-confdence, an awareness of ones strengths and
weaknesses as well a feeling of confdence about abilities.
4. You should discuss responsibilities beforehand, agree on
details and put everything on paper. Also you need to fnd
out if your friends respect you as much as you respect them.
Page 7
K
Answer will vary. Sample answer:
Other: This is an industrial city. Other cities are not like this; they
dont have factory plants in the centre or so close the city.
Others: Most of the people who live here work for one of the
industries. The workers live very close to the factories. Other
employees/ white collar employees probably live somewhere
else and drive/ commute to work.
Another: The air must be really polluted in the area and it
gets very cold in the winter. Most of the town was built or
22_AnswerKey_MG_SA_TG5.indd 116 8/2/11 12:19 AM
renovated to house workers and withstand the cold. It gets
really cold in winter.
Each other: Not everyone is able to drive to work during the
coldest months of winter so neighbors take turns driving
to and from work. They use their cars on a rotating basis
and save fuel but they also contribute positively to the
environment by reducing air pollution and decreasing
harmful emissions, car fumes.
1. This city is very diferent from cities that do not have any
industrial plants close to homes/residential areas.
2. Most of the inhabitants work at the local factories and others
commute to another town nearby for work.
3. One of the main problems in the town is air pollution that
can cause a number of health problems. Another problem is
weather in winter with temperatures well below 0 degrees
Celsius. The inhabitants try to help each other and reduce
pollution by forming car pools in neighborhoods so that they
dont all have to drive their own cars to work.
Page 8
L
Answer will vary.
2 Rags to Riches
Page 9
A
1. d 3. a 5. b 7. e
2. g 4. h 6. c 8. f
B
Answers will vary.
Page 10
C
1. used to 6. would / used to
2. would / used to 7. is used to
3. used to 8. wouldnt / didnt use to
4. was used to 9. would / used to
5. would / used to 10. am used to
D
1. live in London
2. waking up early
3. buy everything at
the market
4. walking to work
5. have paved roads 60
years ago
6. sandstorms
7. give us candy as prizes
8. long classes
9. go to sleep without
a nightlight
10. drive a car
Page 11
E
1. A: What did you buy at the store?
B: Bread and cheese.
A: I thought we were going to have chicken for dinner.
B: We were, but I changed my mind.
2. A: Where are you?
B: Still at home.
A: I thought you were going to come over.
B: I was going to call you. I dont feel well.
3. A: What did you get on the pizza?
B: Vegetables.
A: I thought we were going to have pepperoni.
B: Sorry. The vegetables taste better!
4. A: How did you get here?
B: I was going to walk, but then it started raining, so I took
the bus.
A: Oh. I was going to give you a ride, but you didnt answer
your phone.
B: You called me? I didnt hear my phone!
Page 12
F
1. I would used to know her name, but now I cant remember it.
2. They are used to live living in a small place.
3. I were was going to call her, but she called me frst.
4. They arent use used to the cold weather, because they come
from a warm climate.
5. When he was a child, he would studies study very hard.
6. Bill has lost a lot of weight. He didnt used use to be thin.
7. I knew the radio wasnt going to work.
G
1. drives me crazy
2. go around in circles
3. cash
4. dont mind
5. got cold feet
6. put it aside for a rainy day

Page 13
H
Ali Yusef Eun
Goal to become a
doctor in the U.S.
to play on
the Somali
National
Basketball
team
to become a
football player
Step 1 study hard save money to
buy shoes
practice
everyday
Step 2 learn English play on
Somali Youth
Basketball
League
try to join the
Seoul Junior
Football
League
Step 3 get a scholarship
to study in the
U.S.
get a
scholarship
to play on a
university
team
get a
scholarship to
the National
Sports
Academy
Page 14
I
1. freman
2. blazing
3. put out
4. obsessed
5. amazing
6. lay my hands on
7. industrial design
8. win me over
9. explicable
10. change of heart
11. come to this decision
12. acclaim
1.
a. At three he wanted to be a freman.
b. Between the ages of four and six he kept changing his mind
and going from wanting to become a farmer to wanting to
become a pilot and then back to becoming a freman.
c. At seven his mind was set on becoming an astronaut and a
space scientist.
d. At seventeen he chose to become an industrial designer.
2. Because he had spent years, up to that point being obsessed
in space and everyone expected him to pursue a related
career. So they were worried that someone might have
discouraged him from pursuing his lifes dream.
Page 15
J
Action words (verbs): sitting, reading aloud, telling about,
laughing, smiling, studying, sitting, texting, watching,
concentrating, comparing, holding, dictating, abbreviating.
1. |The two young men were going to write letters to some of
their friends when they decided that it would be better to
text them.
2. One of them used to write letters or emails but avoided
texting while the other one is quite used to texting people, so
he can abbreviate very quickly and efectively.
4. Maybe one of the men was reading an announcement and
the other man was videoing the announcement.
Page 16
K
Answers will vary.
Page 17
A
1. circuits 4. rank 7. sanitation
2. span 5. determined
3. condensed 6. expectancy
B
1. circuits 4. condensed 7. extensively
2. sanitation 5. determined
3. rank 6. expectancy
Page 18
C
1. 1
st
/ 2
nd
4. 1
st
/ 2
nd
7. 2
nd
/ 1
st
2. 2
nd
/ 1
st
5. 2
nd
/ 1
st
8. 2
nd
/ 1
st
3. 2
nd
/ 1
st
6. 1
st
/ 2
nd
9. 1
st
/ 2
nd
D
1. will have released 6. will have been writing
2. will have turned 7. will have ended
3. will have gone 8. will have been using
4. will have been working 9. will have become
5. will have eaten 10. will have been doing
Page 19
E
1. when / after / since 4. while / after
2. When 5. until
3. since 6. Before / When
F
1. By the time people are living on other planets, I will have
been long gone.
2. He will turn of his computer after hes done working.
3. By 2012, they will have been selling smartphones for fve
years.
4. When the train arrives, hell call us.
5. By the time the Olympics are in England, they will have been
in China.
6. By 2020 newspapers will have stopped printing their papers.
Page 20
G
1. we will have fnished unit 4
2. will have assigned us homework
3. will have fnished this exercise
4. I move to the next level
5. I will have started my studies
6. my parents will have bought me a new computer
7. by 11 p.m.
8. I will have gone home
9. I will be very happy
10. by the time I have grandchildren
H
1. check out 4. trust me on this
2. lugging 5. ditch
3. go with the fow 6. hoopla
Page 21
I
1. false 3. false 5. false
2. true 4. false 6. true
Page 22
J
1. will have reached
2. will be spent/ will have been spent
3. will have become/ will become
4. will have been attending / will be attending
5. will have been using/ will be using
K
1. He will have been taking exams online for 18 years.
2. He will have been accessing libraries online for all that time.
3. He will have been ordering books online for all that time.
4. He will have graduated from high school.
5. He will have gotten his B.A. in information technology.
6. He will have spent 18 years in a wheelchair.
7. He will have learnt a lot and maintained his sense of humor.
8. He will have become very popular among his peers.
Page 23
L
Answers will vary.
fy, go, speed, fy through, go faster, land, take of, hover, stop,
direct, drive, control, beat, avoid
1. By 2040, ground and air vehicles will have been mass
produced.
2. People will have been fying to work for at least 5 years.
3. Air trafc between buildings will have increased considerably
as will landing pads on the roofs of tall buildings.
Page 24
M
Answers will vary.
EXPANSION Units 1-3
Page 25
A
Across Down
1. rigorous 2. grieving
3. invaluable 4. fed
6. simultaneous 5. lucrative
7. ditch 8. cash
9. struggles 9. span
12. prominent 10. get cold feet
13. condensed 11. no sweat
14. devoted
15. excelled

Page 26
B
1. another, another, others 3. another, other, others
2. another, another, other
C
1. Nicole does have an iPhone.
2. I do like surfng the internet.
3. My brother did get a new TV.
4. We do have a digital camera.
5. I did feel sick yesterday.
6. Jake does work for the government.
D
1. are used to dealing 4. would type / used to type
2. didnt use to have 5. used to get / would get
3. am used to working 6. am not used to speaking
Page 27
E
1. Amina was going to call you, but she got sick.
2. I was going to buy her a present, but I didnt have
the money.
3. Hussain was going to visit his grandparents, but he had to
work.
4. They were going to take the class, but they didnt
have time.
5. We were going to cook dinner, but we ordered from a
restaurant instead.
6. Farah was going to buy a new computer, but she got her
old one fxed.
7. Sean was going to fnd a new apartment, but he bought
a house.
8. Hannah was going to study Spanish, but she
studies Japanese.
F
1. we will have driven 200 miles.
2. will have lived there for ten years
3. he will have been working there for ten years
4. he will have been studying for fve hours
5. I will have known her for a year
6. he will have played chess for 12 years
7. She will have been cooking for an hour and a half
8. they will have been waiting for 30 minutes
Page 28
G
_5__
_2__
_6__
_3__
_1__
_4__
Page 29
H
Noun: colleagues, associates, businessmen, representatives,
managers, participants, decision, discussion, argument,
justifcation, pen, paper, notes, tie, suit, white shirt, smile,
proposal, suggestion, praise, news, announcement
Verb: talk, discuss, argue, agree, disagree, propose, suggest,
explain, convince, present, congratulate, announce, ask, clarify,
express, hear, look, point to, point out
Place: ofce, headquarters, meeting room, conference
room, company premises, countries, globe, conference, sales
conference, research and development
Time: recently, now, a few days/weeks ago, always, every year,
annual.
1. The agenda of the meeting was posted on the Sales
Department board early in the morning.
2. The Sales Manager presented the results of the last quarter on
the board, during the meeting.
3. The participants discussed the departments performance at
the meeting and asked to have a longer planning meeting
somewhere else, over a weekend
Page 30
I
Answers will vary.
4 The World of TV
Page 31
A
1. c 3. a 5. b 7. f
2. h 4. g 6. d
B
1. alteration alter altered X
2. animation animate animated animatedly
3. defect X defective defectively
4. prominence X prominent prominently
5. prestige X prestigious X
6. capture capture X X
7. rescuer rescue X X
Page 32
C
1. That flm was neither interesting nor funny.
2. Either well watch a documentary or well watch the news
tonight.
3. Marlin and Dory are characters in the animated flm.
4. I was neither tired nor hungry.
5. The detective is not only brave, but also intelligent.
6. It is not only my favorite biographical flm, but also my favorite
book.
7. Either the hero or the villain will win in the end.
8. The football game was both boring and disappointing.
D
1. yet/but 4. yet/but 7. or 10. so
2. or 5. so 8. yet/but
3. and 6. yet/but 9. and
Page 33
E
1. I think the most exciting movie is either Star Wars nor or E.T..
2. Both my mother and my father likes like adventure movies.
3. He loved the movie, so he went to see it again.
4. Not only are my grandparents going, but also my aunt are is
going.
5. In the end the hero saved the city, but and he got the money.
6. Neither John nor his parents plans plan to go to graduation.
7. The documentary was not only popular, and but also it won
an award.
F
1. We tried to get away, but the pirates caught us.
2. Both the house and the garage were ruined.
3. It was a beautiful day, so the princess went out for a walk.
4. Both the lion and the zebra live in Africa.
5. The bad guy was getting away with the money, but
SuperDude was faster and stronger.
Page 34
G
1. she watched TV
2. another is planning to be a doctor
3. they scare me
4. he still failed the test
5. we left and went to a restaurant
6. I went to work anyway
7. we could just stay home
8. I didnt like it
H
1. terrible 3. dozed of 5. a dime a
dozen
2. You must be joking 4. just 6. hard to
swallow
Page 35
I
1. b 3. c 5. a
2. c 4. b 6. b
Page 36
J
1 Decide on a topic
Choose the theme/topic of your flm. You might want to base
it on a book that you have read or real life.
5 Find a location
Choose a place and decide on the time to flm. Home movies
can be more spontaneous but you need to get organized if
you choose a diferent location.
3 Write the script.
The script can be written like a play script. But it should
indicate each scene, the characters involved and their
actions, the settings/location and change of scene.
7 Film your scenes.
The shots of the flm can be taken from diferent angles.
Professional flmmakers use wide, medium and close up
shots. They can then be edited at a later stage.
2 Decide on a situation or plot.
Choose a situation/story that you know and are enthusiastic
about. This will help make a flm that will attract your
audience
4 Make a storyboard and a scene list.
This way every shot will be planned and people will know
what they have to do in each scene.
6 Check your equipment.
Make sure your equipment is in working order and that you
have all the cables and additional parts you need in addition
to a camera and tripod, microphones, lighting equipment
and spare discs.

8 Edit your documentary on your computer.
Check the scenes that you have shot and cut out the boring
and less successful scenes. When you come across an important
scene show it from diferent angles in order to supply more
information and/or detail for the audience.
K
Answers will vary.
Page 37
L
Answers will vary. Sample answer:
Words about the picture: students, library, last, second, third,
books, papers, study, shelves, cabinets, leather bound books,
large, hall, magazine, journal, computer, research, look up
1. Both students seem completely absorbed in work.
2. They are not only hard working but also very creative.
3. The frst student is neither reading his book nor writing; he is
looking at the photographer taking the photo.
Page 38
M
Answers will vary.
Page 39
A
1. brand 3. revolutionary 5. sophisticated 7. formula
2. admire 4. exclusive 6. intended
B
1. My sister is very sophisticated. She lives in a beautiful house,
always wears stylish clothes, and eats gourmet food.
2. My favorite brand of clothes is GAP. My favorite brand of
shampoo is Aveda.
3. I admire my father most. He is intelligent, works hard, and has
a kind heart.
4. Most cartoons are intended for children, but some are
intended for adults.
6. A formula is a method that we use to solve problems, or have
success in something.
Page 40
C
1. They used Roger Federer as their spokesperson because hes
famous. (Reason)
2. Wherever we go, we are surrounded by advertising. (Place)
3. I bought the face cream since it will help my skin look better.
(Purpose)
4. If you have a good advertisement, people will buy your
product. (Condition)
5. They are planning to sell the juice everywhere they can.
(Place)
6. The company made a commercial in order to sell their new
product. (Purpose)
7. Im going to buy it at the store unless I can get a better price
online. (Condition)
8. Now that the Internet exists, I never go to the mall. (Reason)
D
1. because
2. to
3. If
4. so that
5. since
6. even if
7. Everywhere
8. now that
Page 41
E
1. I sometimes shop online to get a better deal.
2. I look for good prices wherever I go.
3. I dont like shopping because it takes too much time.
4. If I stay at the mall for a long time, I feel sick.
5. My parents buy me everything since Im still young.
6. Everywhere you look there are advertisements.
7. My favorite place to shop is Food Mart now that they sell
organic foods.
8. I dont listen to commercials so that I can form my own
opinions.
F
1. If you want big strawberry favor, you should try our
strawberry blast.
2. You can have redder lips wherever you are.
3. Since the world is big, we bring you a way to stay connected.
4. It goes everywhere you need to go.
5. Designed with your bodys needs in mind because they are
designed for you.
6. Go on. Try them unless youre scared you wont stop!
Page 42
G
1. Because it was late, we were tired.
2. Im bringing an umbrella in case we need it.
3. He put on his glasses unless so that he could see.
4. Where I live, it its hot.
5. They are creating new ads in order to sell their products in Asia.
6. Even if he hurry, he will still be late.
7. We put the milk in the refrigerator now so that it wont spoil.
8. Now that I have a cell phone, I can call my friends anytime.
H
1. broke
2. maxed out
3. blows
4. beat it
Page 43
I
1. false Answers will vary. Sample answers:
2. true 6. bring out
3. false 7. a disaster
4. true 8. a foolish mistake
5. true 9. a warning stories
10. joke
Page 44
J
1. launched 7. chopping
2. window display 8. sliding
3. hired 9. revealed
4. were delivered 10. bystanders
5. oblivious 11. mixed reviews
6. fully equipped 12. stir
Answers will vary for questions 1, 2 and 3.
Page 45
K
Words about the picture: supermarket shelves, loaded, laden,
packaged goods, processed food, tinned food, preserves,
packets of pasta, corn, pasta, olives, tomato paste, tomato
sauce, ketchup, lentils, beans, rice, fsh, lighting, price tags, aisle,
higher, lower, middle, reach, spot, meet the eye, selection, wide
selection, assortment, grouped, placed strategically, bottled oil,
condiments, customer, buyer, consumer, health, healthy eating,
shopper
1. Large supermarkets ofer a very wide selection of goods in
order to attract diferent customers.
2. Unless goods are categorized, and placed along especially
designated aisles it is very difcult for shoppers to fnd their
way around the place.
3. Because of the current interest in healthy eating, more and
more consumers avoid processed food and opt for fresh
ingredients.
Page 46
L
Answers will vary.
6 The Gender Divide
Page 47
A
1. anxiety 3. gender 5. restless 7. capacity
2. stereotype 4. tedious 6. temperament 8. repetitive
B
1. tedious 3. anxiety 5. repetitive 7. gender
2. restless 4. intensity 6. stereotype 8. temperament
Page 48
C
1. to check 4. to take 7. living 10. raising
2. buying 5. calling/to call 8. to get
3. eating 6. to inform 9. to go
D
1. I dont like being told to do my homework.
2. My grandfather remembers gifts being given to him
when he was a child.
3. He wants to be given the answer.
4. Sheila wants to be helped by her mother.
5. Babies like being talked to.
6. The cat wants to be fed by its owner.
Page 49
E
1. to do my homework
2. spending time with my grandfather
3. not applying for that job
4. to have breakfast this morning
5. to get an A
6. understood
7. showered with attention
8. interrupted when Im talking

F
1. My brother doesn't like talking about work, and neither does
my father.
2. I dont like arguing, and neither does she.
3. Sabah is in high school, and Hanan is too.
4. Jody doesnt like to cook, but Gwen does.
5. Tom doesnt have a job, but his brother does.
6. We're not going on a trip, and they aren't either.
7. Hes not old enough to see travel on his own, but his
brother is.
8. Our classmates don't enjoy the activity, but we do.
Page 50
G
1. to check
2. leaving
3. buying
4. to think
5. to reach
6. being told
7. being told of
8. not to speak
9. to do
H
1. I know something for a very long time
I agree with you
2. Answers will vary
3. Answers will vary
Page 51
I
1. On view attributes climate changes to a natural evolutionary
process and the other points the need to eliminate all the
destructive factors which destroy Earth.
2. Mainly industries, scientists and environmentalists
3. There were environmental changes in the past that they were
not caused by human intervention.
4. The destruction of the rain forests, the depletion of oxygen,
the holes in the ozone layer
Page 52
J
Answers will vary. (Students own answers)
Page 53
K
Answers will vary. Sample answer:
Words about the picture: students, young men, casual clothes,
dressed casually, T-shirt, shirt, smiling, grinning, diferent
nationalities, library, shelves, books, team, research, postgraduate,
graduate, sunglasses, paper, happy, pose
1. They tried looking serious but it didnt work because they
always manage to have fun with whatever they do.
2. They hope to be rewarded for all the work they put into their
research and presentation.
3. They dont regret sharing fndings with each other , because
they frmly believe in sharing ideas and information in order
to discover something worthwhile.
Page 54
L
Answers will vary. .
EXPANSION Units 4-6
Page 55
A
1. l 7. d
2. i 8. a
3. k 9. h
4. b 10. j
5. g 11. c
6. e 12. f
B
Answers will vary.
Page 56
C
1. He not only worries a lot, but he also tries to avoid confict.
2. Neither Ben nor Scott likes to play football.
3. Both Betty and Tara like to talk about their feelings.
4. They will either have pizza or pasta. They dont know yet.
5. Madison likes to speak in both formal and informal situations.
6. Not only can sea turtles swim underwater, but sea turtles can
also live to be very old.
7. Men neither like to do tedious tasks nor talk about
their feelings.
8. The meal can be either served with rice or salad.
D
1. I take my cell phone wherever I go.
2. You should call 917 only if there is an emergency.
3. I am studying English so that I can study in the U.S.
4. We dont have school on September 23
rd
because it's a
National Day.
5. I have an umbrella in case it rains.
6. You can fnd a place to use the Internet everywhere
you go.
Page 57
E
1. talking
2. to buy
3. turning
4. to tell
5. paying
6. to have
7. seeing
8. watching
F
1. The BMX is sophisticated, but my old car isnt.
2. This packaging doesnt look good, and the advertisement
doesnt either.
3. The commercial is good, and the slogan is too.
4. The uniforms arent new, but the sneakers are.
5. China sells the car, and Mexico does too.
6. The spokesperson is a scientist, but the sponsor isnt.
7. Endorsements are a way to advertise, and the Bandwagon
Techniques is too.
8. The commercial isnt funny, and the billboard isnt either.
Page 58
G
Answers will vary.
H
Answers will vary. Sample answer
Convey meaning; message; information; feelings; ideas; a
request
Witness an event; incident; happening; accident; mistake;
move; act; action; attempt; operation
Outlandish- idea; behavior; development; reaction; suggestion;
option; appearance; creation; design
Untimely response; invitation; move; suggestion; gesture;
comment; idea; development; decision
Brand new; expensive; well-known; cheap; expensive; stylish;
widely advertized; international; local
Page 59
I
Answers will vary. Sample answer
Action words (verbs): mark, kick, take, score a goal, win, trick,
hang on, keep, lose, blink
1. Theres no way hes going to take the ball away from me.
2. Ill show him how good I am; Ill trick him into thinking Ive lost
the ball and then run with it.
3. Im bigger and stronger than him; Ill score before he can
blink.
Page 60
J
Answers will vary.

Mega Goal 5 Teacher Guide

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Mega Goal 5 Teacher Guide

Diunggah oleh

Hak Cipta:

Format Tersedia

MEGA

)) Play the audio for each couple on pages 2 and 3.

)) Play the complete audio again. Have students listen

A. Vocabulary. Match each word to its meaning.

)) Play the audio. Tell students to listen with their

)) Play the audio again. Have students listen and read

)) Play the audio as students just listen.

)) Play the audio again for students to number the

)) Play the audio a third time for students to check their

)) Play the audio. Have students listen and read along

)) Play the audio again. Have students listen and repeat,

)) Play the audio for the entire reading. Have students

)) Play the audio again. This time, have students listen

)) Play the audio for each persons story. Have students

)) Play the audio again. Have students listen and follow

A. Vocabulary. Complete each sentence with a word from the box.

)) Play the audio of the conversation. Have students

)) Play the audio again. This time, have students listen

)) Play the audio once for students to just listen.

)) Play the audio a second time for students to

)) Play the audio a fnal time for students to check their

)) Play the audio for the explanation while students

)) Play the rest of the audio for students to listen and

)) Play the audio for the reading. Have students listen

)) Play the audio for pages 26 and 27 with students

)) Play the audio again while students listen and read

A. Vocabulary. Match each word to its defnition.

)) Play the audio. Have students just listen with the

)) Play the audio again. Have students listen and read

)) Play the audio. Tell students to listen but not to write

)) Play the audio once for students to write the

)) Play the audio of the explanation as students read

)) Play the audio of the sentences for students to listen

)) Play the audio. Have students listen for the

)) Play the audio again. Have students open their

)) Play the audio of the article. Elicit the answer to the

)) Play the audio again. Have students open their

)) Play the complete audio for each movie card. Have

A. Vocabulary. Complete each sentence with a word from the box.

)) Play the audio. Have students listen for the answer

)) Play the audio again and have students listen and

)) Play the audio. Tell students to listen but not to write

)) Play the audio again. Have students write their

)) Play the audio again for students to check their

)) Play the audio while students listen and read along

)) Play the audio again. Students listen and repeat, or

)) Play the audio. Ask students to listen with their

)) Play the audio. Have students listen with their books

)) Play the audio again. Have students listen and read

A. Vocabulary. Match each word with its defnition.

)) Play the audio. Have students listen with their books

)) Play the audio again. Have students listen and read

)) Play the audio again. Tell students to write the

)) Play the audio again to check answers. Pause the

)) Play the audio for the explanation. Have students

)) Play the audio for the sentences. Have students

)) Play the audio of the text. Have students listen and

)) Play the audio of just the quiz section of the

)) Play the audio of the quiz section again for students

)) Play the remainder of the audio. Have students

A. Vocabulary. Complete each sentence with a word from the box.

)) Ask students to close their books. Play the audio for

)) Play the audio again. Have students listen and read

)) Play the audio twice. The frst time students just